The Lady Tasting Tea: How Statistics Revolutionized Science in the Twentieth Century

AUTHOR’S PREFACE

Science entered the nineteenth century with a firm philosophical vision that has been called the clockwork universe. It was believed that there were a small number of mathematical formulas (like Newton’s laws of motion and Boyle’s laws for gases) that could be used to describe reality and to predict future events. All that was needed for such prediction was a complete set of these formulas and a group of associated measurements that were taken with sufficient precision. It took over forty years for popular culture to catch up with this scientific vision.

Typical of this cultural lag is the exchange between Emperor Napoleon and Pierre Simon Laplace in the early years of the nineteenth century. Laplace had written a monumental and definitive book describing how to compute the future positions of planets and comets on the basis of a few observations from Earth. I find no mention of God in your treatise, M. Laplace, Napoleon is reported to have said. I had no need for that hypothesis, Laplace replied.

Many people were horrified with the concept of a godless clockwork universe running forever without divine intervention, with all future events determined by events of the past. In some sense, the romantic movement of the nineteenth century was a reaction to this cold, exact use of reasoning. However, a proof of this new science appeared in the 1840s, which dazzled the popular imagination. Newton’s mathematical laws were used to predict the existence of another planet, and the planet Neptune was discovered in the place where these laws predicted it. Almost all resistance to the clockwork universe crumbled, and this philosophical stance became an essential part of popular culture.

However, if Laplace did not need God in his formulation, he did need something he called the error function. The observations of planets and comets from this earthly platform did not fit the predicted positions exactly. Laplace and his fellow scientists attributed this to errors in the observations, sometimes due to perturbations in the earth’s atmosphere, other times due to human error. Laplace threw all these errors into an extra piece (the error function) he tacked onto his mathematical descriptions. This error function sopped them up and left only the pure laws of motion to predict the true positions of celestial bodies. It was believed that, with more and more precise measurements, the need for an error function would diminish. With the error function to account for slight discrepancies between the observed and the predicted, early-nineteenth-century science was in the grip of philosophical determinism—the belief that everything that happens is determined in advance by the initial conditions of the universe and the mathematical formulas that describe its motions.

By the end of the nineteenth century, the errors had mounted instead of diminishing. As measurements became more and more precise, more and more error cropped up. The clockwork universe lay in shambles. Attempts to discover the laws of biology and sociology had failed. In the older sciences like physics and chemistry, the laws that Newton and Laplace had used were proving to be only rough approximations. Gradually, science began to work with a new paradigm, the statistical model of reality. By the end of the twentieth century, almost all of science had shifted to using statistical models.

Popular culture has failed to keep up with this scientific revolution. Some vague ideas and expressions (like correlation, odds, and risk) have drifted into the popular vocabulary, and most people are aware of the uncertainties associated with some areas of science like medicine and economics, but few nonscientists have any understanding of the profound shift in philosophical view that has occurred. What are these statistical models? How did they come about? What do they mean in real life? Are they true descriptions of reality? This book is an attempt to answer these questions. In the process, we will also look at the lives of some of the men and women who were involved in this revolution.

In dealing with these questions, it is necessary to distinguish among three mathematical ideas: randomness, probability, and statistics. To most people, randomness is just another word for unpredictability. An aphorism from the Talmud conveys this popular notion: One should not go hunting for buried treasure, because buried treasure is found at random, and, by definition, one cannot go searching for something which is found at random. But, to the modern scientist, there are many different types of randomness. The concept of a probability distribution (which will be described in chapter 2 of this book) allows us to put constraints on this randomness and gives us a limited ability to predict future but random events. Thus, to the modern scientist, random events are not simply wild, unexpected, and unpredictable. They have a structure that can be described mathematically.

Probability is the current word for a very ancient concept. It appears in Aristotle, who stated that It is the nature of probability that improbable things will happen. Initially, it involved a person’s sense of what might be expected. In the seventeenth and eighteenth centuries, a group of mathematicians, among them the Bernoullis, a family of two generations, Fermat, de Moivre, and Pascal, all worked on a mathematical theory of probability, which started with games of chance. They developed some very sophisticated methods for counting equally probable events. de Moivre managed to insert the methods of calculus into these techniques, and the Bernoullis were able to discern some deep fundamental theorems, called laws of large numbers. By the end of the nineteenth century, mathematical probability consisted primarily of sophisticated tricks but lacked a solid theoretical foundation.

In spite of the incomplete nature of probability theory, it proved useful in the developing idea of a statistical distribution. A statistical distribution occurs when we are considering a specific scientific problem. For instance, in 1971, a study from the Harvard School of Public Health was published in the British medical journal Lancet, which examined whether coffee drinking was related to cancer of the lower urinary tract. The study reported on a group of patients, some of whom had cancer of the lower urinary tract and some of whom had other diseases. The authors of the report also collected additional data on these patients, such as age, sex, and family history of cancer. Not everyone who drinks coffee gets urinary tract cancer, and not everyone who gets urinary tract cancer is a coffee drinker, so there are some events that contradict their hypothesis. However, 25 percent of the patients with this cancer habitually drank four or more cups of coffee a day. Only 10 percent of the patients without cancer were such heavy drinkers of coffee. There would seem to be some evidence in favor of the hypothesis.

This collection of data provided the authors with a statistical distribution. Using the tools of mathematical probability, they constructed a theoretical formula for that distribution, called the probability distribution function, or just distribution function, which they used to examine the question. It is like Laplace’s error function, but much more complicated. The construction of the theoretical distribution function makes use of probability theory, and it is used to describe what might be expected from future data taken at random from the same population of people.

This is not a book about probability and probability theory, which are abstract mathematical concepts. This is a book about the application of some of the theorems of probability to scientific problems, the world of statistical distributions, and distribution functions. Probability theory alone is insufficient to describe statistical methods, and it sometimes happens that statistical methods in science violate some of the theorems of probability. The reader will find probability drifting in and out of the chapters, being used where needed and ignored when not.

Because statistical models of reality are mathematical ones, they can be fully understood only in terms of mathematical formulas and symbols. This book is an attempt to do something a little less ambitious. I have tried to describe the statistical revolution in twentieth-century science in terms of some of the people (many of them still living) who were involved in that revolution. I have only touched on the work they created, trying to give the reader a taste of how their individual discoveries fit into the overall picture.

The reader of this book will not learn enough to engage in the statistical analysis of scientific data. That would require several years of graduate study. But I hope the reader will come away with some understanding of the profound shift in basic philosophy that is represented by the statistical view of science. So, where does the nonmathematician go to understand this revolution in science? I think that a good place to start is with a lady tasting tea … .

CHAPTER 1

THE LADY TASTING TEA

It was a summer afternoon in Cambridge, England, in the late 1920s. A group of university dons, their wives, and some guests were sitting around an outdoor table for afternoon tea. One of the women was insisting that tea tasted different depending upon whether the tea was poured into the milk or whether the milk was poured into the tea. The scientific minds among the men scoffed at this as sheer nonsense. What could be the difference? They could not conceive of any difference in the chemistry of the mixtures that could exist. A thin, short man, with thick glasses and a Vandyke beard beginning to turn gray, pounced on the problem.

Let us test the proposition, he said excitedly. He began to outline an experiment in which the lady who insisted there was a difference would be presented with a sequence of cups of tea, in some of which the milk had been poured into the tea and in others of which the tea had been poured into the milk.

I can just hear some of my readers dismissing this effort as a minor bit of summer afternoon fluff. What difference does it make whether the lady could tell one infusion from another? they will ask. There is nothing important or of great scientific merit in this problem, they will sneer. These great minds should have been putting their immense brain power to something that would benefit mankind.

Unfortunately, whatever nonscientists may think about science and its importance, my experience has been that most scientists engage in their research because they are interested in the results and because they get intellectual excitement out of the work. Seldom do good scientists think about the eventual importance of their work. So it was that sunny summer afternoon in Cambridge. The lady might or might not have been correct about the tea infusion. The fun would be in finding a way to determine if she was right, and, under the direction of the man with the Vandyke beard, they began to discuss how they might make that determination.

Enthusiastically, many of them joined with him in setting up the experiment. Within a few minutes, they were pouring different patterns of infusion in a place where the lady could not see which cup was which. Then, with an air of finality, the man with the Vandyke beard presented her with her first cup. She sipped for a minute and declared that it was one where the milk had been poured into the tea. He noted her response without comment and presented her with the second cup … .

THE COOPERATIVE NATURE OF SCIENCE

I heard this story in the late 1960s from a man who had been there that afternoon. He was Hugh Smith, but he published his scientific papers under the name H. Fairfield Smith. When I knew him, he was a professor of statistics at the University of Connecticut, in Storrs. I had received my Ph.D. in statistics from the University of Connecticut two years before. After teaching at the University of Pennsylvania, I had joined the clinical research department at Pfizer, Inc., a large pharmaceutical firm. Its research campus in Groton, Connecticut, was about an hour’s drive from Storrs. I was dealing with many difficult mathematical problems at Pfizer. I was the only statistician there at that time, and I needed to talk over these problems and my solutions to them.

What I had discovered working at Pfizer was that very little scientific research can be done alone. It usually requires a combination of minds. This is because it is so easy to make mistakes. When I would propose a mathematical formula as a means of solving a problem, the model would sometimes be inappropriate, or I might have introduced an assumption about the situation that was not true, or the solution I found might have been derived from the wrong branch of an equation, or I might even have made a mistake in arithmetic.

Whenever I would visit the university at Storrs to talk things over with Professor Smith, or whenever I would sit around and discuss problems with the chemists or pharmacologists at Pfizer, the problems I brought out would usually be welcomed. They would greet these discussions with enthusiasm and interest. What makes most scientists interested in their work is usually the excitement of working on a problem. They look forward to the interactions with others as they examine a problem and try to understand it.

THE DESIGN OF EXPERIMENTS

And so it was that summer afternoon in Cambridge. The man with the Vandyke beard was Ronald Aylmer Fisher, who was in his late thirties at the time. He would later be knighted Sir Ronald Fisher. In 1935, he wrote a book entitled The Design of Experiments, and he described the experiment of the lady tasting tea in the second chapter of that book. In his book, Fisher discusses the lady and her belief as a hypothetical problem. He considers the various ways in which an experiment might be designed to determine if she could tell the difference. The problem in designing the experiment is that, if she is given a single cup of tea, she has a 50 percent chance of guessing correctly which infusion was used, even if she cannot tell the difference. If she is given two cups of tea, she still might guess correctly. In fact, if she knew that the two cups of tea were each made with a different infusion, one guess could be completely right (or completely wrong).

Similarly, even if she could tell the difference, there is some chance that she might have made a mistake, that one of the cups was not mixed as well or that the infusion was made when the tea was not hot enough. She might be presented with a series of ten cups and correctly identify only nine of them, even if she could tell the difference.

In his book, Fisher discusses the various possible outcomes of such an experiment. He describes how to decide how many cups should be presented and in what order and how much to tell the lady about the order of presentations. He works out the probabilities of different outcomes, depending upon whether the lady is or is not correct. Nowhere in this discussion does he indicate that such an experiment was ever run. Nor does he describe the outcome of an actual experiment.

The book on experimental design by Fisher was an important element in a revolution that swept through all fields of science in the first half of the twentieth century. Long before Fisher came on the scene, scientific experiments had been performed for hundreds of years. In the later part of the sixteenth century, the English physician William Harvey experimented with animals, blocking the flow of blood in different veins and arteries, trying to trace the circulation of blood as it flowed from the heart to the lungs, back to the heart, out to the body, and back to the heart again.

Fisher did not discover experimentation as a means of increasing knowledge. Until Fisher, experiments were idiosyncratic to each scientist. Good scientists would be able to construct experiments that produced new knowledge. Lesser scientists would often engage in experimentation that accumulated much data but was useless for increasing knowledge. An example of this can be seen in the many inconclusive attempts that were made during the late nineteenth century to measure the speed of light. It was not until the American physicist Albert Michelson constructed a highly sophisticated series of experiments with light and mirrors that the first good estimates were made.

In the nineteenth century, scientists seldom published the results of their experiments. Instead, they described their conclusions and published data that demonstrated the truth of those conclusions. Gregor Mendel did not show the results of all his experiments in breeding peas. He described the sequence of experiments and then wrote: The first ten members of both series of experiments may serve as an illustration … . (In the 1940s, Ronald Fisher examined Mendel’s illustrations of data and discovered that the data were too good to be true. They did not display the degree of randomness that should have occurred.)

Although science has been developed from careful thought, observations, and experiments, it was never quite clear how one should go about experimenting, nor were the complete results of experiments usually presented to the reader.

This was particularly true for agricultural research in the late nineteenth and early twentieth centuries. The Rothamsted Agricultural Experimental Station, where Fisher worked during the early years of the twentieth century, had been experimenting with different fertilizer components (called artificial manures) for almost ninety years before he arrived. In a typical experiment, the workers would spread a mixture of phosphate and nitrogen salts over an entire field, plant grain, and measure the size of the harvest, along with the amount of rainfall during that summer. There were elaborate formulas used to adjust the output of one year or one field, in order to compare it to the output of another field or of the same field in another year. These were called fertility indexes, and each agricultural experimental station had its own fertility index, which it believed was more accurate than any other.

The result of these ninety years of experimentation was a mess of confusion and vast troves of unpublished and useless data. It seemed as if some strains of wheat responded better than other strains to one fertilizer, but only in years when rainfall was excessive. Other experiments seemed to show that sulfate of potash one year, followed by sulfate of soda for the next year, produced an increase in some varieties of potatoes but not others. The most that could be said of these artificial manures was that some of them worked sometimes, perhaps, or maybe.

Fisher, a consummate mathematician, looked at the fertility index that the agricultural scientists at Rothamsted used to correct the results of experiments to account for differences due to the weather from year to year. He examined the competing indexes used by other agricultural experimental stations. When reduced to their elemental algebra, they were all versions of the same formula. In other words, two indexes, whose partisans were hotly contending, were really making exactly the same correction. In 1921, he published a paper in the leading agricultural journal, the Annals of Applied Biology, in which he showed that it did not make any difference what index was used. The article also showed that all these corrections were inadequate to adjust for differences in the fertility of different fields. This remarkable paper ended over twenty years of scientific dispute.

Fisher then examined the data on rainfall and crop production over the previous ninety years and showed that the effects of different weather from year to year were far greater than any effect of different fertilizers. To use a word Fisher developed later in his theory of experimental design, the year-to-year differences in weather and the year-to-year differences in artificial manures were confounded. This means that there was no way to pull them apart using data from these experiments. Ninety years of experimentation and over twenty years of scientific dispute had been an almost useless waste of effort!

This set Fisher thinking about experiments and experimental design. He concluded that the scientist needs to start with a mathematical model of the outcome of the potential experiment. A mathematical model is a set of equations, in which some of the symbols stand for numbers that will be collected as data from the experiments and other symbols stand for the overall outcomes of the experiment. The scientist starts with the data from the experiment and computes outcomes appropriate to the scientific question being considered.

Consider a simple example from the experience of a teacher with a particular student. The teacher is interested in finding some measure of how much the child has learned. To this end, the teacher experiments by giving the child a group of tests. Each test is marked on a scale from 0 to 100. Any one test provides a poor estimate of how much the child knows. It may be that the child did not study the few things that were on that test but knows a great deal about things that were not on the test. The child may have had a headache the day she took a particular test. The child may have had an argument with parents the morning of a particular test. For many reasons, one test does not provide a good estimate of knowledge. So, the teacher gives a set of tests. The average score from all those tests is taken as a better estimate of how much the child knows. How much the child knows is the outcome. The scores on individual tests are the data.

How should the teacher structure those tests? Should they be a sequence of tests that cover only the material taught over the past couple of days? Should they each involve something from all the material taught until now? Should the tests be given weekly, or daily, or at the end of each unit being taught? All of these are questions involved in the design of the experiment.

When the agricultural scientist wants to know the effect of a particular artificial fertilizer on the growth of wheat, an experiment has to be constructed that will provide data to estimate that effect. Fisher showed that the first step in the design of that experiment is to set up a group of mathematical equations describing the relationship between the data that will be collected and the outcomes that are being estimated. Then, any useful experiment has to be one that allows for estimation of those outcomes. The experiment has to be specific and enable the scientist to determine the difference in outcome that is due to weather versus the difference that is due to the use of different fertilizers. In particular, it is necessary to include all the treatments being compared in the same experiment, something that came to be called controls.

In his book, The Design of Experiments, Fisher provided a few examples of good experimental designs, and derived general rules for good designs. However, the mathematics involved in Fisher’s methods were very complicated, and most scientists were unable to generate their own designs unless they followed the pattern of one of the designs Fisher derived in his book.

Agricultural scientists recognized the great value of Fisher’s work on experimental design, and Fisherian methods were soon dominating schools of agriculture in most of the English-speaking world. Taking off from Fisher’s initial work, an entire body of scientific literature has developed to describe different experimental designs. These designs have been applied to fields other than agriculture, including medicine, chemistry, and industrial quality control. In many cases, the mathematics involved are deep and complicated. But, for the moment, let us stop with the idea that the scientist cannot just go off and experiment. It takes some long and careful thought—and often a strong dose of difficult mathematics.

And the lady tasting tea, what happened to her? Fisher does not describe the outcome of the experiment that sunny summer afternoon in Cambridge. But Professor Smith told me that the lady identified every single one of the cups correctly.

CHAPTER 2

THE SKEW DISTRIBUTIONS

As with many revolutions in human thought, it is difficult to find the exact moment when the idea of a statistical model became part of science. One can find possible specific examples of it in the work of the German and French mathematicians of the early nineteenth century, and there is even a hint of it in the papers of Johannes Kepler, the great seventeenth-century astronomer. As indicated in the preface to this book, Laplace invented what he called the error function to account for statistical problems in astronomy. I would prefer to date the statistical revolution to the work of Karl Pearson in the 1890s. Charles Darwin recognized biological variation as a fundamental aspect of life and made it the basis of his theory of the survival of the fittest. But it was his fellow Englishman Karl Pearson who first recognized the underlying nature of statistical models and how they offered something different from the deterministic view of nineteenth-century science.

When I began the study of mathematical statistics in the 1960s, Pearson was seldom mentioned in my classes. As I met and talked with the major figures in the field, I heard no references to Pearson or his work. He was either ignored or treated as a minor figure whose activities had long since been outmoded. Churchill Eisenhart, from the U.S. National Bureau of Standards, for instance, was studying at University College, London, during the final years of Karl Pearson’s life. He remembered Pearson as a dispirited old man. The pace of statistical research had swept him by, dashing him and most of his work into the dustbin of the past. The bright young students at University College were flocking to study at the feet of the newer great men, one of them Karl Pearson’s own son, but no one was coming to see old Karl in his lonely office far from the bustle of new, exciting research.

It wasn’t always like this. In the 1870s, young Carl [sic] Pearson had left England to pursue his graduate studies in political science in Germany. There he became enamored of the work of Karl Marx. In tribute to Marx, he changed the spelling of his own first name to Karl. He returned to London with a doctorate in political science, having written two respectable books in the field. In the very heart of stuffy Victorian England, he had the audacity to organize a Young Men’s and Women’s Discussion Club. At the club, young men and women gathered together (unchaperoned), in an equality of the sexes modeled after. the salons of upper-class German and French society. There they discussed the great political and philosophical problems of the world. The fact that Pearson met his wife in this environment suggests that there may have been more than one motive for founding the club. This little social venture provides some insight into Karl Pearson’s original mind and his utter disregard for established