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Contents vii
Chapter Review 235

Technology Today 235
Reviewing What You’ve Learned 241
Case Study: “Are You Going to Curve the Grades?” 244
7 Sampling Distributions 245

Introduction 246
7.1 Sampling Plans and Experimental Designs 246
Exercises 249
7.2 Statistics and Sampling Distributions 252
Exercises 254
7.3 The Central Limit Theorem and the Sample Mean 255
The Central Limit Theorem 255
The Sampling Distribution of the Sample Mean 258
Standard Error of the Sample Mean 259
Exercises 262
7.4 Assessing Normality 264
7.5 The Sampling Distribution of the Sample Proportion 268
Exercises 271
7.6 A Sampling Application: Statistical Process Control (Optional) 273
A Control Chart for the Process Mean: The x Chart 274
A Control Chart for the Proportion Defective: The p Chart 276
Exercises 278
Chapter Review 280

Case Study: Sampling the Roulette at Monte Carlo 287
8 Large-Sample Estimation 288

8.1 Where We’ve Been and Where We’re Going 289
Statistical Inference 289
Types of Estimators 290
8.2 Point Estimation 291
Exercises 296
8.3 Interval Estimation 298
Constructing a Confidence Interval 298
Large-Sample Confidence Interval for a Population Mean  300
54428_fm_hr_i-xxii.indd 7 9/28/18 9:40 AM

viii Contents
Interpreting the Confidence Interval 301

Large-Sample Confidence Interval for a Population Proportion p 303
Using Technology 304
Exercises 304
8.4 Estimating the Difference Between Two Population Means 307
Exercises 311
8.5 Estimating the Difference Between Two Binomial Proportions 313
Using Technology 316
Exercises 316
8.6 One-Sided Confidence Bounds 319
Exercises 320
8.7 Choosing the Sample Size 322
Exercises 325
Chapter Review 326

Case Study: How Reliable Is That Poll? CBS News: How and Where America Eats 333
9 Large-Sample Tests of Hypotheses 335

Introduction 336
9.1 A Statistical Test of Hypothesis 336
Exercises 339
9.2 A Large-Sample Test About a Population Mean 340
The Essentials of the Test 340
Calculating the p-Value 344
Two Types of Errors 348
The Power of a Statistical Test 349
Exercises 352
9.3 A Large-Sample Test of Hypothesis for the Difference Between
Two Population Means 354
Hypothesis Testing and Confidence Intervals 356
Exercises 357
9.4 A Large-Sample Test of Hypothesis
for a Binomial Proportion 360
Statistical Significance and Practical Importance 362
Exercises 363
9.5 A Large-Sample Test of Hypothesis for the Difference
Between Two Binomial Proportions 365
Exercises 367

Contents ix
9.6 Concluding Comments on Testing Hypotheses 369
Chapter Review 370

Case Study: An Aspirin a Day . . . ? 378
10 Inference from Small Samples 380

Introduction 381
10.1 Student’s t Distribution 381
Assumptions behind Student’s t Distribution 384
Exercises 385
10.2 Small-Sample Inferences Concerning a Population Mean 386
Exercises 390
10.3 Small-Sample Inferences for the Difference Between Two Population Means:
Independent Random Samples 394
Exercises 400
10.4 Small-Sample Inferences for the Difference Between Two Means: A Paired-
Difference Test 404
Exercises 409
10.5 Inferences Concerning a Population Variance 413
Exercises 419
10.6 Comparing Two Population Variances 421
Exercises 427
10.7 Revisiting the Small-Sample Assumptions 429
Chapter Review 430

Case Study: School Accountability—Are We Doing Better? 443
11 The Analysis of Variance 445

11.1 The Design of an Experiment 446
Basic Definitions 446
What Is an Analysis of Variance? 447
The Assumptions for an Analysis of Variance 448
Exercises 448
11.2 The Completely Randomized Design: A One-Way Classification 449
Partitioning the Total Variation in the Experiment 450

x Contents
Testing the Equality of the Treatment Means 453

Estimating Differences in the Treatment Means 455
Exercises 458
11.3 Ranking Population Means 461
Exercises 464
11.4 The Randomized Block Design: A Two-Way Classification 465
Partitioning the Total Variation in the Experiment 466
Testing the Equality of the Treatment and Block Means 469
Identifying Differences in the Treatment and Block Means 471
Some Cautionary Comments on Blocking 472
Exercises 473
11.5 The a 3 b Factorial Experiment: A Two-Way Classification 477
The Analysis of Variance for an a 3 b Factorial Experiment 479
Exercises 483
11.6 Revisiting the Analysis of Variance Assumptions 486
Residual Plots 487
11.7 A Brief Summary 489
Chapter Review 490

Case Study: How to Save Money on Groceries! 502
12 Simple Linear Regression and Correlation 503

Introduction 504
12.1 Simple Linear Regression 504
A Simple Linear Model 505
The Method of Least Squares 507
Exercises 509
12.2 An Analysis of Variance for Linear Regression 511
Exercises 514
12.3 Testing the Usefulness of the Linear Regression Model 516
Inferences About b, the Slope of the Line of Means 516
The Analysis of Variance F-Test 519
Measuring the Strength of the Relationship:
The Coefficient of Determination 520
Interpreting the Results of a Significant Regression 521
Exercises 522

Contents xi
12.4 Diagnostic Tools for Checking the Regression Assumptions 525

Dependent Error Terms 525
Residual Plots 525
Exercises 526
12.5 Estimation and Prediction Using the Fitted Line 530
Exercises 534
12.6 Correlation Analysis 537
Exercises 540
Chapter Review 543

Case Study: Is Your Car “Made in the U.S.A.”? 553
13 Multiple Linear Regression Analysis 555

Introduction 556
13.1 The Multiple Regression Model 556
13.2 Multiple Regression Analysis 558
The Method of Least Squares 558
The Analysis of Variance 559
Testing the Usefulness of the Regression Model 561
Interpreting the Results of a Significant Regression 562
Best Subsets Regression 563
Checking the Regression Assumptions 564
Using the Regression Model for Estimation and Prediction 564
Exercises 565
13.3 A Polynomial Regression Model 567
Exercises 570
13.4 Using Quantitative and Qualitative Predictor Variables in a Regression
Model 573
Exercises 578
13.5 Testing Sets of Regression Coefficients 582
13.6 Other Topics in Multiple Linear Regression 584
Interpreting Residual Plots 584
Stepwise Regression Analysis 586
Binary Logistic Regression 587
Misinterpreting a Regression Analysis 587
13.7 Steps to Follow When Building a Multiple Regression Model 589

xii Contents
Chapter Review 589

Case Study: “Made in the U.S.A.”—Another Look 598
14 Analysis of Categorical Data 599

14.1 The Multinomial Experiment and the Chi-Square Statistic 600
14.2 Testing Specified Cell Probabilities: The Goodness-of-Fit Test 602
Exercises 604
14.3 Contingency Tables: A Two-Way Classification 606
The Chi-Square Test of Independence 607
Exercises 611
14.4 Comparing Several Multinomial Populations: A Two-Way Classification with
Fixed Row or Column Totals 614
Exercises 616
14.5 Other Topics in Categorical Data Analysis 619
The Equivalence of Statistical Tests 619
Other Applications of the Chi-Square Test 620
Chapter Review 621

Case Study: Who Is the Primary Breadwinner in Your Family? 631
15 Nonparametric Statistics 633

Introduction 634
15.1 The Wilcoxon Rank Sum Test: Independent Random Samples 634
Normal Approximation for the Wilcoxon Rank Sum Test 638
Exercises 641
15.2 The Sign Test for a Paired Experiment 643
Normal Approximation for the Sign Test 644
Exercises 646
15.3 A Comparison of Statistical Tests 648
15.4 The Wilcoxon Signed-Rank Test for a Paired Experiment 648
Normal Approximation for the Wilcoxon Signed-Rank Test 652
Exercises 653
15.5 The Kruskal–Wallis H-Test for Completely Randomized Designs 655
Exercises 658

Contents xiii
15.6 The Friedman Fr-Test for Randomized Block Designs 660

Exercises 663
15.7 Rank Correlation Coefficient 666
Exercises 670
15.8 Summary 672
Chapter Review 672

Case Study: Amazon HQ2 680
Appendix I 681
Table 1 Cumulative Binomial Probabilities 682
Table 2 Cumulative Poisson Probabilities 688
Table 3 Areas under the Normal Curve 690
Table 4 Critical Values of t 692
Table 5 Critical Values of Chi-Square 694
Table 6 Percentage Points of the F Distribution 696
Table 7 Critical Values of T for the Wilcoxon Rank
Sum Test, n1 # n2 704
Table 8 Critical Values of T for the Wilcoxon Signed-Rank
Test, n 5 5(1)50 706
Table 9 Critical Values of Spearman’s Rank Correlation Coefficient
for a One-Tailed Test 707
Table 10 Random Numbers 708
Table 11 Percentage Points of the Studentized Range, q.05(k, df ) 710
Data Sources 714
Answers to Selected Exercises 727
Index 745


Preface
Every time you pick up a newspaper or a magazine, watch TV, or scroll through F acebook,
you encounter statistics. Every time you fill out a questionnaire, register at an online
website, or pass your grocery rewards card through an electronic scanner, your personal
information becomes part of a database containing your personal statistical information.
You can’t avoid it! In this digital age, data collection and analysis are part of our day-to-day
activities. If you want to be an educated consumer and citizen, you need to understand how
statistics are used and misused in our daily lives.
The Secret to Our Success

The first college course in introductory statistics that we ever took used Introduction to
Probability and Statistics by William Mendenhall. Since that time, this text—currently in
the fifteenth edition—has helped generations of students understand what statistics is all
about and how it can be used as a tool in their particular area of application. The secret to
the success of Introduction to Probability and Statistics is its ability to blend the old with
the new. With each revision we try to build on the strong points of previous editions, and
to look for new ways to motivate, encourage, and interest students using new technologies.
Hallmark Features of the Fifteenth Edition

The fifteenth edition keeps the traditional outline for the coverage of descriptive and
inferential statistics used in previous editions. This revision maintains the straightforward
presentation of the fourteenth edition. We have continued to simplify the language in order
to make the text more readable—without sacrificing the statistical integrity of the presen-
tation. We want students to understand how to apply statistical procedures, and also to
understand
• how to meaningfully describe real sets of data
• how to explain the results of statistical tests in a practical way
• how to tell whether the assumptions behind statistical tests are valid
• what to do when these assumptions have been violated
Exercises
As with all previous editions, the variety and number of real applications in the exercise
sets is a major strength of this edition. We have revised the exercise sets to provide new and
interesting real-world situations and real data sets, many of which are drawn from current
periodicals and journals. The fifteenth edition contains over 1900 exercises, many of which
are new to this edition. Exercises are graduated in level of difficulty; some, involving only
xv

xvi Preface
basic techniques, can be solved by almost all students, while others, involving practical
applications and interpretation of results, will challenge students to use more sophisticated
statistical reasoning and understanding. Exercises have been rearranged to provide a more
even distribution of exercises within each chapter and a new numbering system has been
introduced, so that numbering begins again with each new section.
Organization and Coverage

We believe that Chapters 1 through 10—with the possible exception of Chapter 3—should
be covered in the order presented. The remaining chapters can be covered in any order.
The analysis of variance chapter precedes the regression chapter, so that the instructor can
present the analysis of variance as part of a regression analysis. Thus, the most effective
presentation would order these three chapters as well.
Chapters 1–3 present descriptive data analysis for both one and two variables, using
MINITAB 18, Microsoft Excel 2016®, and TI-83/84 Plus graphics. Chapter 4 includes a full
presentation of probability. The last section of Chapter 4 in the fourteenth edition of the
text, “Discrete Random Variables and Their Probability Distributions” has been moved to
become the first section in Chapter 5. As in the fourteenth edition, the chapters on analysis
of variance and linear regression include both calculational formulas and computer print-
outs in the basic text presentation. These chapters can be used with equal ease by instructors
who wish to use the “hands-on” computational approach to linear regression and ANOVA
and by those who choose to focus on the interpretation of computer-generated statistical
printouts. This edition includes expanded coverage of the uniform and exponential distri-
butions in Chapter 5 and normal probability plots for assessing normality in Chapter 7,
in addition to an expanded t-table (Table 4 in Appendix I). New topics in Chapter 13 include
best subsets regression procedures and binary logistic regression.
One important feature in the hypothesis testing chapters involves the emphasis on
p-values and their use in judging statistical significance. With the advent of computer-
generated p-values, these probabilities have become essential in reporting the results of a
statistical analysis. As such, the observed value of the test statistic and its p-value are pre-
sented together at the outset of our discussion of statistical hypothesis testing as equivalent
tools for decision-making. Statistical significance is defined in terms of preassigned values
of , and the p-value approach is presented as an alternative to the critical value approach
for testing a statistical hypothesis. Examples are presented using both the p-value and
critical value approaches to hypothesis testing. Discussion of the practical interpretation
of statistical results, along with the difference between statistical significance and practical
significance, is emphasized in the practical examples in the text.
Special Features of the Fifteenth Edition

• NEED TO KNOW. . .: This edition again includes highlighted sections called
“NEED TO KNOW. . .” and identified by this icon. These sections
provide information consisting of definitions, procedures, or step-by-step hints
on problem solving for specific questions such as “NEED TO KNOW… How to
Construct a Relative Frequency Histogram?” or “NEED TO KNOW… How to
Decide Which Test to Use?”
• Graphical and numerical data description includes both traditional and EDA methods,
using computer graphics generated by MINITAB 18 for Windows and MS Excel 2016.
• Calculator screen captures from the TI-84 Plus calculator have been used for several
examples, allowing students to access this option for data analysis.

does have two advantages, however: proportions of measurements that fall into the specified intervals exceed the m
utility vehicles13: proportion given by this theorem.
• Statistical output from computer software packages usually reports the p-value of
the test. Is the Empirical Rule applicable? You can check for yourself by drawing a graph
Make & Model Front Leg Room Rear Leg Room a stem and leaf plot or a histogram. The relative frequency histogram in Figure 2.1
• Based on the p-value, your test results can be evaluated using any significance level
Chevrolet Equinox 42.5to use. Many researchers report
you wish 30.0the smallest possible significancethatlevelthefor
distribution, although not perfectly symmetric, is relatively mound-shape
Ford Escape which41.5 28.0
their results are statistically significant. Empirical Rule should work relatively well. That is,
Hyundai Tucson 41.5 28.0 • approximately 68% of the measurements will fall between 16.1 and 27.1.
Jeep Cherokee For example,
43.5 the TI-84 plus output for Example
30.0 9.7 (Figure 9.9) shows z 5 0.9090909091
Jeep Compass with p-value41.5
5 0.182. Detailed instructions for28.0the TI-83/84 plus as well as MINITAB•can approximately
be 95% of the measurements will fall between 10.6 and 32.6.
Jeep Patriot found in the41.0
Technology Today section at the26.0 end of this chapter. These results are consistent Preface
• approximately 99.7% of the measurements will xvii
fall between 5.1 and 38.1.
Kia Sportage with our hand
41.5calculations to the second decimal
28.0 place. Based on this p-value, H 0 cannot
be rejected.42.0
The results are not statistically 27.5
significant. The relative frequencies in Table 2.6 are close to those given by the Empirical Ru
Mazda C-5
Toyota RAV4 42.0 30.0 Figure 2.11 6/25
Figure 9.9
Volkswagen Tiguan
TI-84 plus output for
42.0 28.0 Relative frequency
histogram for Example 2.8
Relative Frequency
Example 9.7
4/25
1. Since the data involve two variables and a third labeling variable, enter the data into
the first three columns of an Excel spreadsheet, using the labels in the table. Select Data
➤ Data Analysis ➤ Descriptive Statistics, and click OK. Highlight or type the Input 2/25
range (the data in the second and third columns) into the Descriptive Statistics Dialog
box (Figure 2.19(a)). Type an Output location, make sure the boxes for “Labels in First 0
Row” and “Summary Statistics” are both checked, and click OK. The summary statistics 8.5 14.5 20.5 26.5 32.5
Scores
(Figure 2.19(b)) will appear in the selected location in your spreadsheet.
Figure 2.19 (a) Sometimes it is easy to confuse the significance(b) level  with the p-value (or observed
Using Tchebysheff’s Theorem and the Empirical Rule
significance level). They are both probabilities calculated as areas in the tails of the sampling
distribution of the test statistic. However, the significance level  is preset by the experi-
Tchebysheff’s Theorem can be proven mathematically. It applies to any set of
menter before collecting the data. The p-value is linked directly to the data and actually
measurements—sample or population, large or small, mound-shaped or skewe
describes how likely or unlikely the sample results are, assuming that H 0 is true. The smaller
Tchebysheff’s Theorem gives a lower bound to the fraction of measuremen
the p-value, the more unlikely it is that H 0 is true!
interval x 6 ks. At least 1 2 (1/k 2 ) of the measurements will fall into this interv
probably more!
? Need to Know… The Empirical Rule is a “rule of thumb” that can be used only when the dat
tend to be roughly mound-shaped (the data tend to pile up near the center of th
Rejection Regions, p-Values, and Conclusions distribution).
The significance level, a , lets you set the risk that you are willing to take of makingTchebysheff’s Theorem will always work, but it is a very conservative esti-
an incorrect decision in a test of hypothesis. mate of the fraction of measurements falling in a particular interval. If the data
approximately mound-shaped, the Empirical Rule will give you a more accura
• To set a rejection region, choose a critical value of z so that the area in the
mate of the fraction of measurements falling within 1, 2, or 3 standard deviatio
tail(s) of the z distribution is (are) either  for a one-tailed test or a /2 for a
mean.
two-tailed test. Use the right tail for an upper-tailed test and the left tail for a
lower-tailed test. Reject H 0 when the test statistic exceeds the critical value
2. You may notice that some ofand thefalls
cells in the spreadsheet are overlapping. To adjust
• All examples
this, highlight the affected columns
in the rejection region.
and click and the exercises
Home tab.inInthe thetext
Cellsthat Approximating s Using the Range
contain printouts or calculator screen
group,
• To find a p-value, find the area in the tail “beyond” the test statistic. IfTchebysheff’s
the
choose Format ➤ AutoFit Column c
aptures
Width. are
You based
may on
want MINITAB
to modify 18,
theMS Excel
appearance 2016,
test is one-tailed, this is the p-value. If the test is two-tailed, this is only
or the Theorem
TI-84 Plusand the Empirical Rule can be used to detect large
calculator.
thehalf
calculation of s. Roughly speaking, these two tools tell you that most of t
of the output by decreasing the Theseand
thedecimal
p-value outputs
accuracy are provided
in certain
must be doubled. H 0for
cells.
Reject some
Highlight
when exercises,
the appro-
the p-value while
is less than a . other
measurements lie exercises require
within two standard the of their mean. This interval is
deviations
priate cells and click the Decrease Decimal
student icon solutions
to obtain (Home tab, Number
without group)
using to
a computer.
modify the output. We have displayed48
the accuracy to three decimal places.
chapter 1 Describing Data with Graphs
Name Length (mi) Name Length (mi) d. Use a bar graph to show the percentage of federal
Gulf fishing areas closed.
54428_ch09_hr_335-379.indd 347 Superior 350 Titicaca 122 9/4/18 12:10 PM
Victoria 54428_ch02_hr_054-095.indd
209 Nicaragua 71 102 e. Use a line chart to show the amounts of dispersants
Huron 206 Athabasca 208 used. Is there any underlying straight line relation-
Michigan 307 Reindeer 143 ship over time?
Aral Sea 260 Tonle Sap 70
Tanganyika 420 Turkana 154
Baykal 395 Issyk Kul 115 DATA 7. election Results The 2016 election was a race
SET
r_054-095.indd 87 Great Bear 192 Torrens 130 9/24/18 in which
8:37 AM Donald Trump defeated Hillary Clinton
DS0129
Nyasa 360 Vänern 91 and other candidates, winning 304 electoral votes,
Great Slave 298 Nettilling 67 or 57% of the 538 available. However, Trump only won
Erie 241 Winnipegosis 141
Winnipeg 266 Albert 100 46.1% of the popular vote, while Clinton won 48.2%.
Ontario 193 Nipigon 72 The popular vote (in thousands) for Donald Trump in
Balkhash 376 Gairdner 90 each of the 50 states is listed as follows18:
Ladoga 124 Urmia 90
Maracaibo 133 Manitoba 140 AL 1319 HI 129 MA 1091 NM 320 SD 228
Onega 145 Chad 175 AK 163 ID 409 MI 2280 NY 2820 TN 1523
Eyre 90 AZ 1252 IL 2146 MN 1323 NC 2363 TX 4685
AR 685 IN 1557 MS 701 ND 217 UT 515
Source: The World Almanac and Book of Facts 2017 CA 4484 IA 801 MO 1595 OH 2841 VT 95
CO 1202 KS 671 MT 279 OK 949 VA 1769
a. Use a stem and leaf plot to describe the lengths of CT 673 KY 1203 NE 496 OR 782 WA 1222
the world’s major lakes. DE 185 LA 1179 NV 512 PA 2971 WV 489
FL 4618 ME 336 NH 346 RI 181 WI 1405
b. Use a histogram to display these same data. How
GA 2089 MD 943 NJ 1602 SC 1155 WY 174
does this compare to the stem and leaf plot in part a?
c. Are these data symmetric or skewed? If skewed, a. By just looking at the table, what shape do you think
what is the direction of the skewing? the distribution for the popular vote by state will
have?
DATA 6. Gulf oil Spill Cleanup On April 20, 2010, the
SET b. Draw a relative frequency histogram to describe the
United States experienced a major environmental
DS0128 distribution of the popular vote for President Trump
disaster when a Deepwater Horizon drilling rig
in the 50 states.
exploded in the Gulf of Mexico. The number of person-
nel and equipment used in the Gulf oil spill cleanup, c. Did the histogram in part b confirm your guess in
beginning May 2, 2010 (Day 13) through June 9, 2010 part a? Are there any outliers? How can you explain
(Day 51) is given in the following table.17 them?
Day 13 Day 26 Day 39 Day 51 DATA 8. election Results, continued Refer to Exercise 7.
SET
Number of personnel (1000s) 3.0 17.5 20.0 24.0 Listed here is the percentage of the popular vote
DS0130
Federal Gulf fishing areas closed 3% 8% 25% 32% received by President Trump in each of the
Booms laid (miles) 46 315 644 909 50instates
whole:or in part. WCN 02-200-203
18
Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated,
Dispersants used (1000 gallons) 156 500 870 1143
Vessels deployed (100s) 1.0 6.0 14.0 35.0 AL 62 HI 30 MA 33 NM 40 SD 62
AK 51 ID 59 MI 47 NY 37 TN 61
a. What types of graphs could you use to display these AZ 49 IL 39 MN 45 NC 50 TX 52
AR 61 IN 57 MS 58 ND 63 UT 46
data? CA 32 IA 51 MO 57 OH 52 VT 30
54428_fm_hr_i-xxii.indd 17 b. Before you draw your graphs, what trends do you CO 43 KS 57 MT 56 OK 65 VA 449/28/18 9:40 AM
CT 44 KY 63 NE 59 OR 39 WA 37
xviii Preface
The Role of Computers and Calculators in the

Fifteenth Edition—Technology Today
Computers and scientific or graphing calculators are now common tools for college students
in all disciplines. Most students are accomplished users of word processors, spreadsheets, and
databases, and they have no trouble navigating through software p ackages in the Windows en-
vironment. Many own either a scientific or a graphing calculator, very often one of the many
calculators made by Texas Instruments.™ We believe, however, that advances in computer
technology should not turn statistical analyses into a “black box.” Rather, we choose to use
the computational shortcuts that modern technology provides to give us more time to empha-
size statistical reasoning as well as the understanding and interpretation of statistical results.
In this edition, students will be able to use computers both for standard statistical analy-
ses and as a tool for reinforcing and visualizing statistical concepts. Both MS Excel 2016 and
MINITAB 18 are used exclusively as the computer packages for statistical analysis along with
procedures available using the TI-83 or TI-84 Plus calculators. However, we have chosen to
isolate the instructions for generating computer and calculator output into individual sections
called Technology Today at the end of each chapter. Each discussion uses numerical examples
to guide the student through the MS Excel commands and option necessary for the procedures
presented in that chapter, and then present the equivalent steps and commands needed to pro-
duce the same or similar results using MINITAB and the TI-83/84 Plus. We have included screen
captures from MS Excel, MINITAB 18, and the TI-84 Plus, so that the student can actually
Technology Today 89 work
through these sections as “mini-labs.”
2. Now
If you do not need click on the Variables
“hands-on” knowledge box and of MINITAB,
select MSfrom
both columns Excel,
the listoronthe
the left. (You can Plus, or if
TI-83/84
click on the Graphs option and choose one of several graphs if you like. You may also click
you are using another oncalculator oroption
the Statistics softwareto selectpackage,
the statistics you maylike
you would choose to skip Click
to see displayed.) theseOK.sections and
simply use the printouts as guides
A display for the
of descriptive basic
statistics
Technology Today 87
forunderstanding of computer
both columns will appear in the Session orwindow
calculator
(see outputs.
Figure 2.20(b)). You may print this output using File ➤ Print Session Window if you choose.
3. To examine the distribution of the two variables and look for outliers, you can create box
technOLOgy tOday plots using the command Graph ➤ Boxplot ➤ One Y ➤ Simple. Click OK. Select the
appropriate column of measurements in the Dialog box (see Figure 2.21(a)). You can
Numerical Descriptive measures in Excel
88 change the appearance of the box plot in several ways. Scale ➤ Axes and Ticks will
chapter 2 Describing Data with Numerical Measures
MS Excel provides most of the basic descriptive statistics presented in Chapter 2 using a
single command on the Data tab. Other descriptive allow you
statistics cantobetranspose
calculatedthe axes
using theand orient the box plot horizontally, when you check the
Function Library group on the Formulas tab. box marked “Transpose value and category scales.” Multiple Graphs provides printing
3. Notice that the sample quartiles, Q1 and Q 3, are not given in the Excel output in
options for multiple box plots. Labels will let you annotate the graph with titles and
e x a m p l e 2. 1 7 Figure 2.19(b). You can calculateentered
the quartiles using the function command. Place your
The following data are the front and rear leg rooms (in footnotes.
inches) for 10Ifdifferent
you have data into the worksheet as a frequency distribution (values
compact sports
utility vehicles :
13 cursor into inanone
empty
column,cellfrequencies
and select in Formulas ➤ More
another), the Functions
Data Options will➤ Statistical
allow ➤be read
the data to
QUARTILE.EXC. in that Highlight
format. The theplot
box appropriate
for the cellsleg
front in rooms
the box
is marked
shown “Array”
in Figure and type
2.21(b).
Make & Model Front Leg Room
an integer (0Rear Leg Room
5 min, 1 5 first quartile, 2 5 median, 3 5 third quartile, or 4 5 max) in the
Chevrolet Equinox 42.5 4. Save this 30.0 worksheet in a file called “Leg Room” before exiting MINITAB. We will use it
Ford Escape 41.5 box marked “Quart.”
again 28.0
The quartile (calculated using this textbook’s method) will appear
in Chapter 3.
Hyundai Tucson 41.5 in the cell you have
28.0 chosen. Using the two quartiles, you can calculate the IQR and
Jeep Cherokee 43.5 30.0
Jeep Compass Figure 2.21 41.5 construct a box plot
28.0 by hand.
Jeep Patriot 41.0 26.0
Kia Sportage 41.5 (a) 28.0 (b)
Numerical Descriptive measures in MINITAB
Mazda C-5
Toyota RAV4
42.0
42.0
27.5
30.0
Volkswagen Tiguan MINITAB provides most
42.0 28.0 of the basic descriptive statistics presented in Chapter 2 using a
single command in the drop-down menus.
1. Since the data involve two variables and a third labeling variable, enter the data into
the first three columns of an Excel spreadsheet, using the labels in the table. Select Data
➤ Data e xAnalysis
a m p l e➤ 2Descriptive
.18 Statistics, and click OK. Highlight or type the Input
range (the data in the second and The following
third columns) data areDescriptive
into the the front Statistics
and rearDialog
leg rooms (in inches) for 10 different compact sports
utilitylocation,
box (Figure 2.19(a)). Type an Output vehicles 13
make : sure the boxes for “Labels in First
Row” and “Summary Statistics” are both checked, and click OK. The summary statistics
(Figure 2.19(b)) will appear in the selected
Make location in your spreadsheet.
& Model Front Leg Room Rear Leg Room
Figure 2.19 (a) Chevrolet Equinox (b) 42.5 30.0
Ford Escape 41.5 28.0
Hyundai Tucson 41.5 28.0
Jeep Cherokee 43.5 30.0
Jeep Compass 41.5 28.0
Numerical Descriptive
Kia Sportage measures on the TI-83/84
41.5 Plus Calculators 28.0
Mazda C-5 The TI-83/84 Plus calculators
42.0 can be used to calculate descriptive
27.5 statistics and create box
Toyota RAV4 plots using the stat ➤ CALC
42.0 and 2nd ➤ stat plot commands.
30.0
Volkswagen Tiguan 42.0 28.0
e x a m p l e 2 .1 9 The following
1. Since the data involvedata arevariables
two the front and
andrear leg rooms
a third (in inches)
labeling for enter
variable, 10 different compact
the data into sports
the first utility
three vehicles
columns :of a MINITAB worksheet, using the labels in the table. Using the
13
2. You may notice that some of the cells in the spreadsheet

drop-down are overlapping.
menus, select To adjust
Stat ➤ Basic Statistics ➤ Display Descriptive Statistics. The
Make
this, highlight the affected columns and click the& Home
Model tab. In the Cells group,
Front Leg Room Rear Leg Room
choose Format ➤ AutoFit Column Dialog
Width.box is shown
You may want toin Figure
modify the2.20(a).
appearance
Chevrolet Equinox 42.5 30.0
of the output by decreasing the decimal accuracy
FordinEscape
certain cells. Highlight the appro- 41.5 28.0
Figure 2.20
priate
Copyright cellsCengage
2020 the Decrease
and click Learning. Decimal
All Rights icon
Hyundai (Home
Reserved.TucsonMay Number
tab, not group) toscanned,
be copied, 41.5 28.0or in part. WCN 02-200-203
or duplicated, in whole
modify the output. We(a) have displayed the accuracy to three
Jeep Cherokee decimal places. 43.5 (b) 30.0
Jeep Compass 41.5 28.0
Kia Sportage 41.5 28.0
Mazda C-5 42.0 27.5
Toyota RAV4 42.0 30.0
54428_fm_hr_i-xxii.indd 18 Volkswagen Tiguan 42.0 28.0 9/28/18 9:40 AM
232 chapter 6 The Normal Probability Distribution
The probability of observing 211 or fewer who prefer her brand is

P( x # 211) 5 p(0) 1 p(1) 1 ... 1 p(210) 1 p(211) Preface xix
The normal approximation to this probability is the area to the left of 211.5 under a normal
Study Aids curve with a mean of 250 and a standard deviation of 15. First calculate
x 2m 211.5 2 250
z5 5 5 2 2.57
The many and varied exercises s in the15text provide the best learning tool for students em-
barking on a first course
Thenin statistics. The answers to all odd-numbered exercises are given
in the back of the text, and a detailed solution for each odd-numbered exercise appears in
P( x ≤ 211) ≈ P ( z < 2 2.57) 5 .0051
the Student Solutions Manual, which is available as a supplement for students. Each appli-
The probability
cation exercise has a title, making of it observing
easier for a sample valueand
students of 211 or less when to
instructors .10 is so small that
p 5immediately you
iden-
can conclude that one of two things has occurred: Either you have observed an unusual sample
tify both the context of the
even problem
though really pand
5 .10the area
, or the of reflects
sample application. All value
that the actual of the
of pbasic exercises
is less than .10 and
have been rewritten and all closer
perhaps of the applied
to the observedexercises restructured
sample proportion, 211/2500 according
5 .08. to increasing
difficulty. New exercises have been introduced, dated exercises have been deleted, and a
new numbering system has been introduced within each section.
6.3 exercises
the basics 12. P( x $ 6) and P( x . 6) when n 5 15 and p 5 .5
Normal Approximation? Can the normal approxima- 13. P(4 # x # 6) when n 5 25 and p 5 .2
tion be used to approximate probabilities for the bino-
mial random variable x, with values for n and p given 14. P( x $ 7) and P( x 5 5) when n 5 20 and p 5 .3
in Exercises 1–4? If not, is there another approximation 15. P( x $ 10) when n 5 20 and p 5 .4
that you could use?
1. n 5 25 and p 5 .6 2. n 5 45 and p 5 .05 applying the basics
3. n 5 25 and p 5 .3 4. n 5 15 and p 5 .5 16. A USA Today snapshot found that 47% of Ameri-
Using the Normal Approximation Find the mean and cans associate “recycling” with Earth Day.9 Suppose a
standard deviation for the binomial random variable x random sample of n 5 50 adults are polled and that the
using the information in Exercises 5–11. Then use the 47% figure is correct. Use the normal curve to approxi-
correction for continuity and approximate the probabili- mate the probabilities of the following events.
Students
ties should
using the normal be encouraged to use the
approximation. “NEED TO KNOW. . .” sections as they
occur
5. P ( xin
. the
9) text. The placement
when n 5 25 and p 5 .6 of these sections is intended to answer questions as they
Recycling 47% Cleaning
would
246 normally arise
chapter 7 Sampling in discussions.
Distributions
6. P(6 # x # 9) when n 5 25 and p 5 .3 In addition, there are numerous hintslocal
23% called
parks,
beaches,etc.
“NEED
A TIP?” that appear in the margins of the text. The tips are short and 30%concise.
7. P(20 , x , 25) when n 5 100 and p 5 .2
8. P( x . 22) when n 5 100 and p 5 .2
introduction Planting a tree
Taking care
9. P( x $ 22) when n 5 100 and In the p5 previous
.2 three chapters, you have learned a lot about probabilityof distributions,
the Earth
such
as the binomial and normal distributions. The shape of the normal What do you relate most to Earthis
distribution determined
Day?
10.●P ( x #a 25)
● Need Tip?when n 5 100by and 5 .2 m and its standard deviation s , while the shape of the binomial distribution is
itspmean
parameter ⇔ population determined by p. These numerical descriptive measures—called parameters—are needed
P(355
11.Statistic ⇔# x # 360) when n 5 400 and p 5 .9
Sample a. Fewer than 30 individuals associate “recycling” with
to calculate the probability of observing sample results.
How Good Is 86YourCHAPTER
Approximation? Using
In practical
2 Describing Data with Table
situations,
Numerical in may beEarth
1 you
Measures
Day?
able to decide which type of probability distribution
Appendix I, find the exact valuesto usefor as the binomial
a model, but the values ofb.the
prob- More than 20that
parameters individuals
specify its associate
exact form “recycling”
are unknown.with
abilities in 26.Exercises 12–15. Then approximate Earth Day?
Snapshots Here
Here are are two
a few examples:
snapshots fromthe USA • Twenty-two percent of all fans are willing to pay
probabilitiesToday.
using the normal approximation with the c. More$75 than 10 individuals do not of associate
• The person conducting an opinion poll isorsure
more for the
that a ticket to one
responses the top
to his 100 concert
“agree/dis-
correction for • continuity.
About 12% ofCompare
America’s your
agree” answers.
questions
volunteers spend will follow
more “recycling”
tours.
thana binomial with Earth
distribution, butDay?
p, the proportion of those
Finally, sections
5 hours percalled Key Concepts
week volunteering.
who “agree” and Formulas
in the population, is Identify
unknown. appear inx each
the variable chapterandasany
being measured, a review
percentiles you can determine from this information.
in outline form of the
• Fifty-eight material
percent of covered
all cars
• An inarethat
in operation
agricultural chapter.
at least
researcher believes that the yield per acre of a variety of wheat is
8 years old. approximately normally distributed, but the mean m and standard deviation s of the
yields are unknown.
CHAPTER REVIEW
In these cases, you must rely on the sample to learn about these parameters. The proportion of
54428_ch06_hr_212-244.indd 232 9/6/18 7:03 AM
those who “agree” in the pollster’s sample provides information about the actual value of p.
2. The Empirical Rule can be used only for rela-
Key Concepts and Formulas
The mean and standard deviation of the researcher’s sample approximate the actual values of
tively mound-shaped data sets. Approximately
I.
m and s . If you want the sample to provide reliable
Measures of the Center of a Data Distribution 68%,information about the
95%, and 99.7% population,
of the however,
measurements are
you must select your sample in a certain way! within one, two, and three standard deviations of
1. Arithmetic mean (mean) or average
the mean, respectively.
a. Population: m
∑ xi IV. Measures of Relative Standing
b. Sample of n measurements: x 5
7.1 Sampling plans and experimental Designs
n
1. Sample z-score: z 5
x2x
2. Median; position of the median 5 .5(n 1) s
3. Mode The way a sample is selected is called the sampling plan or p%
2. pth percentile; experimental design. Know-
of the measurements are
4. The medianingmaythe
be sampling
preferred toplan used in
the mean a particular situation
if the smaller, will often
and (100 2 allow
p)% areyou to measure the
larger.
reliability
data are highly skewed.or goodness of your inference. 3. Lower quartile, Q1; position of Q1 5 .25 (n 1)
Simple random sampling is a commonly used sampling plan in which every sample
II. Measures of Variability 4. Upper quartile, Q ; position of Q 5 .75 (n 1)
of size n has the same chance of being selected. For example,3 suppose you 3want to select
1. Range: R 5alargest smallest 5. Interquartile
sample of size n 5 2 from a population containing
2 N 5 range: IQR If
4 objects. Q3 2four
5 the Q1 objects are
2. Variance identified by the symbols x1, x 2, x3, and V. x 4, there are six distinct
The Five-Number pairs thatand
Summary could
BoxbePlots
selected,
as of
a. Population listed in Table 7.1. If the sample of n 5 1.
N measurements: 2 observations
The five-numberis selected
summary:so that each of these
six samples has the same chance—one out of six or Min 1/6—of Q1 selection,
Median thenQ3 the
Maxresulting
∑( x i 2 m ) 2
2
Copyright 2020 Cengage Learning. All Rights Reserved.sMay5 notsample is called a simple random sample, ororjust a random sample.
be
N copied, scanned, or duplicated, in whole One-fourth
in part. of
WCNthe measurements
02-200-203 in the data set
lie between each of the four adjacent pairs of
b. Sample of n measurements:
numbers.
■●Table 7.1 Ways of2 Selecting a Sample of Size 2 from 4 Objects
∑ x 2
2
( ∑ xi ) 2. Box plots are used for detecting outliers and
∑( x i 2 x ) 2
Observations
i
n shapes of distributions.
s2 5 5
nSample
21 in Sample
n 21
54428_fm_hr_i-xxii.indd 19 3. Q1 and Q3 form the ends of the box. The median 9/28/18 9:40 AM
1 x ,x 1 2
xx Preface
Instructor Resources
WebAssign
WebAssign for Mendenhall/Beaver/Beaver’s Introduction to Probability and Statistics, 15th
Edition, is a flexible and fully customizable online instructional solution that puts powerful
tools in the hands of instructors, empowering you to deploy assignments, instantly assess
individual student and class performance, and help your students master the course concepts.
With WebAssign’s powerful digital platform and Introduction to Probability and Statistics’s
specific content, you can tailor your course with a wide range of assignment settings, add your
own questions and content, and access student and course analytics and communication tools.
MindTap Reader
Available via WebAssign, MindTap Reader is Cengage’s next-generation eBook. MindTap
Reader provides robust opportunities for students to annotate, take notes, navigate, and
interact with the text. Instructors can edit the text and assets in the Reader, as well as add
videos or URLs.
Cognero
Cengage Learning Testing, powered by Cognero, is a flexible, online system that allows
you to import, edit, and manipulate content from the text’s Test Bank or elsewhere—
including your own favorite test questions; create multiple test versions in an instant; and
deliver tests from your LMS, your classroom, or wherever you want.
Instructor Solutions Manual

This time-saving online manual provides complete solutions to all the problems in the text.
You can download the solutions manual from the Instructor Companion Website.
Instructor Companion Website

Everything you need for your course in one place! This collection of book-specific class
tools is available online via www.cengage.com/login. Access and download PowerPoint
presentations, images, Instructor Solutions Manual, data sets, and more.
SnapStat
Tell the story behind the numbers with SnapStat in WebAssign. Designed with students
to bring stats to life, SnapStat uses interactive visuals to perform complex analysis online.
Labs and Projects in WebAssign allow students to crunch their own data or choose from
pre-existing data sets to get hands-on with technology and see for themselves that Statistics
is much more than just numbers.
Student Resources
WebAssign
WebAssign for Mendenhall/Beaver/Beaver’s Introduction to Probability and Statistics,
15th Edition, lets you prepare for class with confidence. Its online learning platform for
your math, statistics, and science courses helps you practice and absorb what you learn.

Preface xxi
Videos and tutorials walk you through concepts when you’re stuck, and instant feedback
and grading let you know where you stand—so you can focus your study time and perform
better on in-class assignments. Study smarter with WebAssign!
MindTap Reader
Available via WebAssign, MindTap Reader is Cengage’s next-generation eBook. MindTap
Reader provides robust opportunities for students to annotate, take notes, navigate, and
interact with the text. Annotations captured in MindTap are automatically tied to the
Notepad app, where they can be viewed chronologically and in a cogent, linear fashion.
Online Technology Guides

Online Technology Guides, accessed via www.cengage.com, provide step-by-step instructions
for completing problems using common statistical software.
Student Solutions Manual (ISBN 9781337558280)

This printed guide contains fully worked-out solutions to all odd-numbered exercises in the
text, giving you a way to check your answers and ensure that you took the correct steps to
arrive at an answer.
SnapStat
Learn the story behind the numbers with SnapStat in WebAssign. Designed with students
to bring stats to life, SnapStat uses interactive visuals to perform complex analysis online.
Labs and Projects in WebAssign allow you to crunch your own data or choose from pre-
existing data sets to get hands-on with technology and see for yourself that Statistics is
much more than just numbers.
Acknowledgments
The authors are grateful to Catherine Van Der Laan and the editorial staff of Cengage
Learning for their patience, assistance, and cooperation in the preparation of this edition.
Thanks are also due to fifteenth edition reviewers Olcay Akman, Matt Harris,
hongming Huang, Bo Kai, Sarah Miller, and Katie Wheaton. We wish to thank authors
Z
and organizations for allowing us to reprint selected material; acknowledgments are
made wherever such material appears in the text.
Robert J. Beaver
Barbara M. Beaver


Introduction
What Is Statistics?
What is statistics? Have you ever met a statistician? Do

you know what a statistician does? Maybe you are think-
ing of the person who sits in the broadcast booth at the
Rose Bowl, recording the number of pass completions,
yards rushing, or interceptions thrown on New Year’s Day.
Or maybe just hearing the word statistics sends a shiver of
fear through you. You might think you know nothing about
statistics, but almost every time you turn on the news or
scroll through your favorite news app, you will find statis-
tics in one form or other! Here are some examples that we
Andrea Ricordi, Italy/Moment/Getty Images
found just before the 2017 November elections:
• Northam Heads Into Virginia Governor’s Race With A Small Lead. The first
major statewide elections since President Trump was inaugurated take place on
Tuesday…And while the race’s final result by itself isn’t likely to tell us much
about the national political environment, it is likely to have a big effect on the 2018
midterms. Polls show a fairly close race, with Northam slightly favored to win [over
Ed Gillespie]. An average of the last 10 surveys give Northam a 46 percent-to-43
percent advantage. Over the past month, there has been a tightening of the race, with
Gillespie closing what had been a 6-point lead. In the individual polls, though, there
is a fairly wide spread. Northam has led by as much as 17 percentage points
(a Quinnipiac University survey) and has trailed by as much as 8 points (a Hampton
University poll).1
—www.fivethirtyeight.com
• Why Trump Has a Lock on the 2020 GOP Nomination. In interviews with nearly
three-dozen GOP strategists and fundraisers over the past several tumultuous weeks,
virtually everyone told me that…they expect Trump to coast to the GOP nomina-
tion in 2020…the hurdles to a 2020 primary challenge are vivid when considering
a recent Washington Post/ABC News poll that found 91% of Trump voters said
they’d vote for him again…This ABC News/Washington Post poll was conducted by
landline and cellular telephone Oct. 29-Nov. 1, 2017, in English and Spanish, among
a random national sample of 1005 adults. Results have a margin of sampling error of
3.5 points, including the design effect.2
—www.cnn.com
54428_intro_hr_001-006.indd 1 8/24/18 3:30 PM

2 Introduction What Is Statistics?
Articles similar to these can be found in all forms of news media, and, just before a presi-
dential or congressional election, a new poll is reported almost every day. These articles are
very familiar to us; however, they might leave you with some unanswered questions. How
were the people in the poll selected? Will these people give the same response tomorrow?
Will they give the same response on election day? Will they even vote? Are these people
representative of all those who will vote on election day? It is the job of a statistician to ask
these questions and to find answers for them in the language of the poll.
Most Believe “Cover-Up” of JFK Assassination Facts
A majority of the public believes the assassination of President John F. Kennedy was part of a
larger conspiracy, not the act of one individual. In addition, most Americans think there was a
cover-up of facts about the 1963 shooting. Almost 50 years after JFK’s assassination, a FOX
news poll shows many Americans disagree with the government’s conclusions about the killing.
The Warren Commission found that Lee Harvey Oswald acted alone when he shot Kennedy,
but 66 percent of the public today think the assassination was “part of a larger conspiracy” while
only 25 percent think it was the “act of one individual.”
“For older Americans, the Kennedy assassination was a traumatic experience that began
a loss of confidence in government,” commented Opinion Dynamics President John Gorman.
“Younger people have grown up with movies and documentaries that have pretty much pushed
the ‘conspiracy’ line. Therefore, it isn’t surprising there is a fairly solid national consensus that
we still don’t know the truth.”
(The poll asked): “Do you think that we know all the facts about the assassination of
President John F. Kennedy or do you think there was a cover-up?”
We Know All the Facts (%) There Was a Cover-Up (Not Sure)
All 14 74 12
Democrats 11 81 8
Republicans 18 69 13
Independents 12 71 17
—www.foxnews.com3
When you see an article like this one, do you simply read the title and the first paragraph,
or do you read further and try to understand the meaning of the numbers? How did the
authors get these numbers? Did they really interview every American with each political
affiliation? It is the job of the statistician to answer some of these questions.
Hot News: 98.6 Not Normal
After believing for more than a century that 98.6 was the normal body temperature for humans,
researchers now say normal is not normal anymore.
For some people at some hours of the day, 99.9 degrees could be fine. And readings as low
as 96 turn out to be highly human.
The 98.6 standard was derived by a German doctor in 1868. Some physicians have always
been suspicious of the good doctor’s research. His claim: 1 million readings—in an epoch
without computers.
So Mackowiak & Co. took temperature readings from 148 healthy people over a three-day
period and found that the mean temperature was 98.2 degrees. Only 8 percent of the readings
were 98.6.
—The Press-Enterprise4
What questions do you have when you read this article? How did the researcher select the
148 people, and how can we be sure that the results based on these 148 people are accurate
when applied to the general population? How did the researcher arrive at the normal “high”
and “low” temperatures given in the article? How did the German doctor record 1 million
temperatures in 1868? This is another statistical problem with an application to everyday life.
Statistics is a branch of mathematics that has applications in almost every part of our
daily life. It is a new and unfamiliar language for most people, however, and, like any
54428_intro_hr_001-006.indd 2 8/24/18 3:30 PM

Another random document with
no related content on Scribd:
English writers on Ichthyology comment very unfavourably on the
merits of the hake (Gadus merluccius) and call it ‘a coarse fish,
scarcely fit for the dinner table.’ At the Cape its qualities are
generally and fully appreciated; in fact, its flesh is highly delicate and
little inferior to that of the haddock (Gadus æglefinus). At times it
makes its appearance in large shoals. It is then abundantly caught,
salted, and dried, for exportation. The cured or dried Cape stock-fish
is an excellent dish, far superior to that insipid stuff introduced from
Holland or other countries.
The rock-cod (Serranus Cuvierii) is highly esteemed as an article of
food.
Sardines in myriads swarm round Table Bay, at one season of the
year; klip-fish, king klip-fish, and soles (rather scarce), are
considered a luxury.
It is hardly requisite to say much of that cosmopolitan fish, the sole,
which is for its delicacy prized as well at the Cape as elsewhere.
Thousands of cray-fish are caught daily; four of the largest can be
obtained for a penny; but it is not fashionable to eat them, although
they are very good.
The quantity of fish throughout the whole extent of the coast,
bordering on the Agulha’s bank, is immense, and would be the
richest fishery in the world. Exports of sardines in the French style, of
potted cray-fish in the American, and the choicest fish preserved
fresh in tins, might be made profitable.
I may add here that Dr. L. Pappe, of Cape Town, to whom I am
indebted for my information on the Cape fishes, has published in the
Colony an interesting synopsis of the edible fishes at the Cape of
Good Hope, in which he furnishes much new and interesting
descriptive scientific detail.
INSECTS.
Insects furnish more food delicacies than is generally supposed. In
the popular Introduction to Entomology, by Kirby and Spence, it is
well remarked, that,
‘If we could lay aside our English prejudices, there is no reason why
some of the insects might not be eaten, for those used by various
nations as food, generally speaking, live on vegetable substances,
and are consequently much more select and cleanly in their diet than
the pig or the duck, which form a favourite part of our food. They who
would turn with disgust from a locust, or the grub of a beetle, feel no
symptoms of nausea when a lobster, crab, or shrimp is set before
them. The fact is, that habit has reconciled us to the eating of these
last, which, viewed in themselves, with their threatening claws, and
many feet, are really more disgusting than the former. Had the habit
been reversed, we should have viewed the former with appetite, and
the latter with abhorrence—as do the Arabs, who are as much
astounded at our eating crabs, lobsters, and oysters, as we are at
their eating locusts.’
Herrick, an old author, 200 years ago, in describing a feast given by
Oberon to the fairy elves, alludes to the insects as amongst their
choicest cates.
‘Gladding his palate with some store

Of emmet’s eggs: what would he more?
But beards of mice, a newt’s stewed thigh,
A bloated earwig, and a fly.
With the red-capp’d worm that’s shut
Within the concave of a nut,
Brown as his tooth;—a little moth,
Late fatten’d in a piece of cloth.’
Herrick’s Hesperides, 1658.
COLEOPTERA.
Many larvæ of insects, and especially of beetles, are eaten in
different parts of the world.
The grub of the palm weevil (Cordylia palmarum), which is the size
of the thumb, has long been in request in the East and West Indies.
The natives of Surinam roast and eat them as something exquisite.
In Jamaica, where it is known as the grou-grou worm, I have seen it
eaten commonly. A grub named Macauco is also there in request at
the principal tables. It is eaten both by whites and blacks, who
empty, wash, and roast them, and find them delicious. A similar
insect is dressed at Mauritius, and eaten by all classes.
An old writer—Brookes, On the Properties and Uses of Insects,
1772, says—‘They are eaten by the French, in the West Indies, after
they have been roasted before the fire, when a small wooden spit
has been thrust through them. When they begin to be hot, they
powder them with a crust of rasped bread, mixed with salt, and a
little pepper and nutmeg. This powder keeps in the fat, or at least,
sucks it up; and when they are done enough, they are served up with
orange juice. They are highly esteemed by the French, as excellent
eating.’
The larva, or grub, of one of the species of beetles which infest
cocoa-nut trees, is called Tucuma, or Grugou, in British Guiana. It is
about two or three inches long, and three-quarters of an inch in
diameter, and the head is black. They are reckoned a great delicacy
by wood-cutters and epicures of the country, and they are generally
dressed by frying them in a pan. By some they are preferred in a raw
state, and after seizing them by the black head, they are dipped in
lime-juice, and forthwith swallowed.
The late Mr. J. C. Bidwell, a botanist, travelling in Australia, states—‘I
never before tasted one of the large grubs, which are a favourite
food of the blacks. They are about four inches long, and about as
thick as a finger. They inhabit the wood of the gum-trees. I had often
tried to taste one, but could not manage it. Now, however, hunger
overcame my nausea. It was very good, but not as I had expected to
find it—rich; it was only sweet and milky.’
Sir Robert Schomburgk writes:—‘The decaying woods of the West
India islands, the Central and some of the southern portions of
America, afford a delicacy to the Indian, which many colonists do not
even refuse, in the larvæ of a large beetle, which is found in
considerable numbers in the pith, when the trunk is near its decay.
The larva, or grub, is frequently of the size of the little finger; and,
after being boiled or roasted, resembles in its taste beef marrow. The
Indians of Guiana frequently cut down the Mauritia palm, for the
purpose of attracting the beetle to deposit its eggs in it, and when
they collect a large quantity, they are roasted over a slow fire, to
extract the fat, which is preserved in calabashes.
The Roman epicures fattened some of these larvæ, or grubs, on
flour. Some naturalists think that the grubs of most of the beetles
might be safely eaten; and that those of the cockchafer, which feeds
upon the roots of grass, or the perfect insects themselves, which, if
we may judge from the eagerness with which cats, and turkeys and
other birds devour them, are no despicable morsel, might be added
to our food delicacies. This would certainly be one means of keeping
down the numbers of these occasionally destructive animals.
The Goliath beetles are said to be roasted and eaten by the natives
of South America and Western Africa, and they often make a bonne
bouche of splendid insects which would gratify many an
entomologist. Although the large prices of £30, £40, or £50, which
used to be asked for them, are now very much reduced, fine
specimens of some of the species even now fetch five to six pounds
for cabinet specimens.
The Australian aborigines are gourmands in their way, and able to
appreciate the good things which surround them. Mr. Clement
Hodgkinson in a work on Australia says:
‘Bellenger Billy amused me very much by his curious method of
diving to the bottom of the river in search of cobberra, the large white
worms resembling boiled maccaroni, which abound in immersed
wood. He swam to the centre of the river with a tomahawk in his
hand, and then breathing hard that his lungs might be collapsed, he
rendered his body and tomahawk specifically heavier than water,
and sank feet foremost to the bottom. After groping about there for
some moments, he emerged on the river’s edge, with several dead
pieces of wood, which he had detached from the mud. Although I
had tasted from curiosity various kinds of snakes, lizards, guanas,
grubs, and other animals which the blacks feed upon, I never could
muster resolution enough to try one of these cobberra; although,
when I have been engaged in the survey of salt-water creeks, and I
felt hot and thirsty, I have often envied the extreme relish with which
some accompanying black could stop and gorge himself with this
moist, living marrow.’
The women of Turkey cook and eat a certain beetle (Blaps sulcata)
in butter to fatten themselves.
ORTHOPTERA.
In the next order of insects, the locust tribe, as they are the greatest
destroyers of food, so, as some recompense, they furnish a
considerable supply of it to numerous nations. They are recorded to
have done this from the most remote antiquity, some Ethiopian tribes
having been named from this circumstance locust-eaters. The
generic name of the locusts, Gryllus, sounds like an invitation to
cook them. Pliny relates that they were in high esteem as meat
amongst the Parthians. When there is a scarcity of grain, as a
substitute for flour the Arabs grind locusts in their hand-mills, or
pound them in stone mortars. They mix this flour with water into a
dough, and make thin cakes of it, which they bake like other bread.
They also eat them in another way; they boil them first a good while
in water, and afterwards stew with oil or butter into a kind of fricassée
of no bad flavour.
The large kinds of locust are made use of in several quarters as
food, and in the markets of the Levant fresh and salted locusts are
vended. Hasselquist tells us, that when corn is scarce, the Arabians
grind the locusts in hand-mills, or pound them in stone mortars, and
bake them as bread; and that even when there is no scarcity of corn,
the Arabs stew them with butter and make them into a kind of a
fricassée, the flavour of which is by no means disagreeable. Why
should land shrimp sauce not be equal to sea shrimp sauce?
Locusts, Cumming tells us, afford fattening and wholesome food to
man, birds, and all sorts of beasts. The hungry dogs and hogs feed
greedily on them,—so that there are plenty of enemies to prey in
time upon these wholesale depredators. Young turkeys live almost
entirely on them in some parts of America, and become very fat
when they are plentiful. Hence, if so many animals thrive upon them,
they must necessarily be dainty food.
It is not only by the inhabitants of the Great Desert that the locusts
are hailed with joy. The Kafirs also give them a hearty welcome, and
make many a good meal upon them too,—not only eating them in
large quantities, but making a sort of coffee-colored soup of their
eggs.
Locusts are cooked in various ways—roasted, boiled, and fried.
They are also salted and smoked, and packed away against a time
of scarcity. It is said, they taste very much like fish, and are
particularly light, delicate, and wholesome food. They are carried into
many of the towns of Africa by waggon-loads, as we bring poultry to
market.
The Hottentots are highly rejoiced at the arrival of the locusts in their
country, although they destroy all its verdure, eating them in such
quantities as to get visibly fatter than before, and making of their
eggs a brown or coffee-coloured soup.
In the Mahratta country in India, the common people salt and eat
them. This was anciently the custom with many of the African
nations, some of whom also smoked them.
Dishes of locusts are generally served up at the principal tables in
Barbary, and esteemed a great delicacy. They are preferred by the
Moors to pigeons; and a person may eat a plateful of 200 or 300
without feeling any ill effects. They usually boil them in water half-an-
hour, having thrown away the head, wings, and legs, then sprinkle
them with salt and pepper and fry them, adding a little vinegar.
Another traveller describes the way they are prepared for food in the
desert of Zahara.—‘In and about this valley were great flights of
locusts. During the day, they are flying around very thickly in the
atmosphere; but the copious dews and chilly air in the night render
them unable to fly, and they settle down on the bushes. It was the
constant employment of the natives in the night to gather these
insects from the bushes, which they did in great quantities. My
master’s family, each with a small bag, went out the first night upon
this employment, carrying a very large bag to bring home the fruits of
their labor. My mistress, Fatima, however, and the two little children,
remained in the tent. I declined this employment, and retired to rest
under the large tent. The next day, the family returned loaded with
locusts, and, judging by the eye of the quantity produced, there must
have been about fifteen bushels. This may appear to be a large
quantity to be gathered in so short a time, but it is scarcely worth
mentioning when compared with the loads of them gathered,
sometimes, in the more fertile part of the country over which they
pass, leaving a track of desolation behind them. But as they were the
first, in any considerable quantity, that I had seen, and the first I had
seen cooked and eaten, I mention it in this place, hoping hereafter to
give my readers more particular information concerning these
wonderful and destructive insects, which, from the days of Moses to
this time, have been considered, by Jews and Mahometans, as the
most severe judgment which Heaven can inflict upon man. But,
whatever the Egyptians might have thought in ancient days, or the
Moors and Arabs in those of modern date, the Arabs who are
compelled to inhabit the desert of Zahara, so far from considering a
flight of locusts as a judgment upon them for their transgressions,
welcome their approach as the means, sometimes, of saving them
from famishing with hunger. The whole that were brought to the tent
at this time were cooked while alive, as indeed they always are, for a
dead locust is never cooked. The manner of cooking is by digging a
deep hole in the ground, building a fire at the bottom, as before
described, and filling it up with wood. After it is heated as hot as is
possible, the coals and embers are taken out, and they prepare to fill
the cavity with the locusts, confined in a large bag. A sufficient
number of the natives hold the bag perpendicularly over the hole, the
mouth of it being near the surface of the ground. A number stand
round the hole with sticks. The mouth of the bag is then opened, and
it is shaken with great force, the locusts falling into the hot pit, and
the surrounding natives throwing sand upon them to prevent them
from flying off. The mouth of the hole is then covered with sand, and
another fire built upon the top of it. In this manner they cook all they
have on hand, and dig a number of holes sufficient to accomplish it,
each containing about five bushels. They remain in the hole until
they become sufficiently cooled to be taken out with the hand. They
are then picked out, and thrown upon tent-cloths or blankets, and
remain in the sun to dry, where they must be watched with the
utmost care to prevent the live locusts from devouring them, if a flight
happens to be passing at the time. When they are perfectly dried,
which is not done short of two or three days, they are slightly
pounded, and pressed into bags or skins, ready for transportation. To
prepare them to eat, they are pulverized in mortars, and mixed with
water sufficient to make a kind of dry pudding. They are, however,
sometimes eaten singly, without pulverizing, by breaking off the
head, wings, and legs, and swallowing the remaining part. In
whatever manner they are eaten, they are nourishing food.’
Captain Stockenstrom, in a paper in the South African Journal on
these insects, observes, ‘Not only the locust-bird, but every animal,
domestic and wild, contributes to the destruction of the locust
swarms; fowls, sheep, horses, dogs, antelopes, and almost every
living thing, may be seen devouring them with equal greediness;
whilst the half-starved Bushmen, and even some of the colonial
Hottentots, consider them a great luxury, consuming great quantities
fresh, and drying abundance for future emergencies. Great havoc is
also committed among the locusts by their own kindred; for as soon
as any one of them gets hurt, or meets with an accident which
impedes his progress, his fellow travellers nearest to him
immediately turn upon him, and devour him with great voracity.’
Mr. Moffat (Missionary Labours in South Africa) states—‘The locusts
for food are always caught at night, when they are at rest, and
carried in sacks to the nearest encampment or village, to be
prepared for keeping. A very small quantity of water is put into a pot,
and the locusts, piled up to the very brim, are covered very closely,
so that they are rather steamed than boiled. They are next carefully
separated and laid out to dry, which the heat of an Arabian or African
sun does thoroughly and speedily; after which they are winnowed to
get rid of the wings and legs, when they are laid up in heaps, or
packed in bags of skin for future use. Sometimes the dry locusts are
beaten into a powder, of which, with water and a little salt, a kind of
pottage is made.’
Mr. R. Gordon Cumming, in the course of his rambles in Africa, fell in
with swarms of locusts, and gives interesting accounts respecting
them. Here are some extracts from his work:—
‘The next day, as we crossed a vast plain, a flight of locusts passed
over our heads during upwards of half-an-hour, flying so thick as to
darken the sun. They reached in dark clouds as far as we could see,
and maintained an elevation of from 6 to 300 or 400 feet above the
level of the plain. Woe to the vegetation of the country on which they
alight! * *
‘On the march we crossed a swarm of locusts, resting for the night
on the grass and bushes. They lay so thick that the waggons could
have been filled with them in a very short time, covering the large
bushes just as a swarm of young bees covers the branch on which it
pitches. Locusts afford fattening and wholesome food to man, birds,
and all sorts of beasts; cows and horses, lions, jackals, hyænas,
antelopes, elephants, &c., devour them. We met a party of Batlapis
carrying heavy burdens of them on their backs. Our hungry dogs
made a fine feast on them. The cold frosty night had rendered them
unable to take wing until the sun should restore their powers. As it
was difficult to obtain sufficient food for my dogs, I and Isaac took a
large blanket, which we spread under a bush, whose branches were
bent to the ground with the mass of locusts which covered it, and
having shaken the branches, in an instant I had more locusts than I
could carry on my back. These we roasted for ourselves and dogs.
Soon after the sun was up, on looking behind me, I beheld the
locusts stretching to the west in vast clouds, resembling smoke; but
the wind soon after veering round, brought them back to us, and they
flew over our heads, for some time actually darkening the sun. * * * *
****
‘The dullness of the scene, however, was enlivened by a wondrous
flight of locusts, the largest I had ever beheld. The prospect was
obscured by them as far as we could see, resembling the smoke
arising from a thousand giant bonfires; while those above our heads
darkened our path with a double flight, the one next the ground flying
north, while the upper clouds of them held a southerly course. The
dogs, as usual, made a hearty meal of them. * * * *
‘We crossed the Limpopo, and having followed it for five miles, we at
length got into a country so densely covered with locusts that the
spore was no longer visible. A large herd of elephants had, during
several previous nights, however, been there feasting upon these
insects.’
According to Niebuhr, the Arabians distinguish several kinds of
locusts, to which they give separate names. They refer only to the
delicacy of its flesh, and not to the nature of the insect. The red
locust is termed Merrken, as it is esteemed by the epicures much
fatter and more succulent than the light locust, which is called by
them Dubbe, because it has a tendency to produce diarrhœa. The
inhabitants of Arabia, Persia, Africa, and Syria, are accustomed to
eat them. The Turks have an aversion to this kind of food; but if the
Europeans express the same, the Arabians remind them of their
fondness for crabs, &c. This kind of food, however, is supposed to
thicken the blood, and produce melancholy.
The custom of feeding upon locusts seems more generally diffused
than is supposed, and is not merely confined to Africa and Arabia.
They are eaten by the Nanningetes in the Malay Peninsula.
Dampier states that, on islands near Timor, ‘They make also a dish
of locusts, which come at certain seasons to devour their potatoes.
They take them with nets, and broil or bake them in an earthen pan.
This dish,’ he adds, ‘eats well enough.’
And the author of A Mission to Ava speaks of them as a Burmese
dainty.
‘The most notable viand produced consisted of fried locusts. These
were brought in, hot and hot, in successive saucers, and I was not
sorry to have the opportunity of tasting a dish so famous. They were
by no means bad, much like what we might suppose fried shrimps to
be. The inside is removed, and the cavity stuffed with a little spiced
meat.’
The Rev. R. Sheppard caused some of our large English
grasshoppers, or field crickets, to be cooked in the way here
recommended, only substituting butter for vinegar, and found them to
be excellent food.
From these statements it will be seen, that the locusts which formed
part of the sustenance of John the Baptist, and about which there
has been much controversy among learned men, could be nothing
else but the animal locust, so common a food in the East, and even
in Africa, to the present day. They are eaten even by the North
American Indians.
‘Among the choice delicacies with which the California Digger
Indians regale themselves during the summer season,’ (says the
Empire County Argus,) ‘is the grasshopper roast. Having been an
eye witness to the preparation and discussion of one of their feasts
of grasshoppers, we can describe it truthfully. There are districts in
California, as well as portions of the plains between Sierra Nevada
and the Rocky Mountains, that literally swarm with grasshoppers,
and in such astonishing numbers that a man cannot place his foot to
the ground, while walking there, without crushing great numbers. To
the Indian they are a delicacy, and are caught and cooked in the
following manner:—A piece of ground is sought where they most
abound, in the centre of which an excavation is made, large and
deep enough to prevent the insect from hopping out when once in.
The entire party of diggers, old and young, male and female, then
surround as much of the adjoining grounds as they can, and each
with a green bough in hand, whipping and thrashing on every side,
gradually approach the centre, driving the insects before them in
countless multitudes, till at last all, or nearly all, are secured in the
pit. In the meantime, smaller excavations are made, answering the
purpose of ovens, in which fires are kindled and kept up till the
surrounding earth, for a short distance, becomes sufficiently heated,
together with a flat stone, large enough to cover the oven. The
grasshoppers are now taken in coarse bags, and after being
thoroughly soaked in salt water for a few moments, are emptied into
the oven and closed in. Ten or fifteen minutes suffice to roast them,
when they are taken out and eaten without further preparation, and
with much apparent relish, or as is sometimes the case, reduced to
powder and made into soup. And having from curiosity tasted, not of
the soup, but of the roast, really, if one could but divest himself of the
idea of eating an insect, as we do an oyster or shrimp, without other
preparation than simple roasting, they would not be considered very
bad eating, even by more refined epicures than the Digger Indians.’
NEUROPTERA.
Another order of insects contains the so-called white-ant tribe
(Termes), which, in return for the mischief it does at certain times,
affords an abundant supply of food to some of the African natives.
The natives of Western Australia pull out the young from the nests at
one season of the year and eat them. Ducks and fowls also feed
greedily on them.
In many countries, the termites, or white-ants, serve for food. In
some parts of the East Indies, the natives catch the winged insects,
just before their period of emigration, in the following manner:—They
make two holes, the one to the windward, the other to the leeward;
at the leeward opening, they place the mouth of a pot, the inside of
which has been previously rubbed with an aromatic herb, called
bugera; on the windward side, they make a fire of stinking materials,
which not only drives these insects, but frequently the hooded
snakes also, into the pots, on which account they are obliged to be
cautious in removing them. By this method, they catch great
quantities, of which they make, with flour, a variety of pastry, which
they can afford to sell very cheap to the poorer ranks of people.
When this sort of food is used too abundantly, it produces, however,
cholera, which kills in two or three hours. It also seems that, in some
form or other, these insects are greedily eaten in other districts.
Thus, when after swarming shoals of them fall into the rivers, the
Africans skim them off the surface with calabashes, and, bringing
them to their habitations, parch them in iron pots over a gentle fire,
stirring them about as is usually done in roasting coffee; in that state,
without sauce or any other addition, they consider them delicious
food, putting them by handfuls into their mouths, as we do comfits.
[30]
‘I have,’ says Smeathman, ‘eaten them dressed in this way several

times, and think them delicate, nourishing, and wholesome. They are
something sweeter, though not so fat and clogging, as the caterpillar
or maggot of the palm-tree snout-beetle (Curculio palmarum), which
is served up at all the luxurious tables of the West Indian epicures,
particularly of the French, as the greatest dainty of the western
world.’
Ants are eaten in many countries. In Brazil, the yellow ant, called
cupia, and a larger species under the name of tama-joura, are much
esteemed, being eaten by the aborigines mixed with resin for sauce.
In Africa, they are stewed with butter. Ants have really no unpleasant
flavour, but are very agreeably acid. In some parts of Sweden, ants
are distilled along with rye, to give a flavour to the inferior kinds of
brandy.
The large saubas (red-ants) and white-ants are an occasional luxury
to the Indians of the Rio Negro; and when nothing else is to be had
in the wet season, they eat large earth-worms, which, when the
lands in which they live are flooded, ascend trees, and take up their
abode in the hollow leaves of a species of Tillandsia, where they are
often found accumulated by thousands. Nor is it only hunger that
makes them eat these worms, for they sometimes boil them with
their fish to give it an extra relish.[31]
The cocoons of the wood ant (popularly and erroneously called ants’
eggs) are collected on the Continent as food for nightingales and
larks. A recent writer tells us, that in most of the towns in Germany
one or more individuals make a living, during summer, by the
business. He describes a visit to an old woman at Dottendorf, near
Bonn, who had collected for fourteen years. She went to the woods
in the morning, and collected in a bag the surfaces of a number of
ant hills where the cocoons were deposited, taking ants and all home
to her cottage, near which she had a tiled shed, covering a circular
area, hollowed out in the centre, with a trench full of water around it.
After covering the hollow in the centre with leafy boughs of walnut or
hazel, she strewed the contents of her bag on the level part of the
area within the trench, when the nurse-ants immediately seized the
cocoons and carried them into the hollow under the boughs. The
cocoons were thus brought into one place, and after being from time
to time removed, and the black ones separated by a boy, who
spread them out on a table and swept off what were bad with a
strong feather, they were ready for market, being sold for about 4d.
or 6d. a quart. Considerable quantities of these cocoons are dried for
winter food for birds, and are sold in the shops.
Humboldt mentions that he saw insects’ eggs sold in the markets of
Mexico, and which are collected on the surface of lakes. Under the
name of axayacat, these eggs, or those of some other species of fly,
deposited on rush mats, are sold as a caviare in Mexico. Something
similar, found in the pools of the desert of Fezzan, serves the Arabs
for food, having the taste of caviare.
In the Bulletin de la Société Impériale Zoologique d’Acclimation, M.
Guerin Méneville has published a very interesting paper on a sort of
bread which the Mexicans make of the eggs of three species of
hemipterous insects.
According to M. Craveri, by whom some of the Mexican bread, and
of the insects yielding it, were brought to Europe, these insects and
their eggs are very common in the fresh waters of the lagunes of
Mexico. The natives cultivate, in the lagune of Chalco, a sort of carex
called touté, on which the insects readily deposit their eggs.
Numerous bundles of these plants are made, which are taken to a
lagune, the Texcuco, where they float in great numbers in the water.
The insects soon come and deposit their eggs on the plants, and in
about a month the bundles are removed from the water, dried, and
then beaten over a large cloth to separate the myriad of eggs with
which the insects had covered them.
These eggs are then cleaned and sifted, put into sacks like flour, and
sold to the people for making a sort of cake or biscuit called ‘hautlé,’
which forms a tolerably good food, but has a fishy taste, and is
slightly acid. The bundles of carex are replaced in the lake, and
afford a fresh supply of eggs, which process may be repeated for an
indefinite number of times.
It appears that these insects have been used from an early period,
for Thomas Gage, a religionist, who sailed to Mexico in 1625, says,
in speaking of articles sold in the markets, that they had cakes made
of a sort of scum collected from the lakes of Mexico, and that this
was also sold in other towns.
Brantz Mayer, in his work on Mexico (Mexico as it was and as it is,
1844), says,—‘On the lake of Texcuco I saw men occupied in
collecting the eggs of flies from the surface of plants, and cloths
arranged in long rows as places of resort for the insects. These
eggs, called agayacath’ (Qy. axayacat), ‘formed a favourite food of
the Indians long before the conquest: and when made into cakes,
resembles the roe of a fish, having a similar taste and appearance.
After the use of frogs in France, and birdsnests in China, I think
these eggs may be considered a delicacy, and I found that they are
not rejected from the tables of the fashionable inhabitants of the
capital.’
The more recent observations of Messrs. Saussure, Sallé, Virlet
D’Aoust, &c., have confirmed the facts already stated, at least, in the
most essential particulars.
‘The insects which principally produce this animal farinha of Mexico,
are two species of the genus Corixa of Geoffroy, hemipterous insects
of the family of water-bugs. One of the species has been described
by M. Guerin Méneville as new, and has been named by him Corixa
fermorata: the other, identified in 1831 by Thomas Say as one of
those sold in the market at Mexico, bears the name of Corixa
mercenaria. The eggs of these two species are attached in
innumerable quantities to the triangular leaves of the carex forming
the bundles which are deposited in the waters. They are of an oval
form with a protuberance at one end and a pedicle at the other
extremity, by means of which they are fixed to a small round disc,
which the mother cements to the leaf. Among these eggs, which are
grouped closely together, and sometimes fixed one over another,
there are found others, which are larger, of a long and cylindrical
form, and which are fixed to the same leaves. These belong to
another larger insect, a species of Notonecta, which M. Guerin
Méneville has named Notonecta unifasciata.’[32]
It appears from M. Virlet d’Aoust, that in October the lakes Chalco
and Texcuco, which border on the city of Mexico, are haunted by
millions of small flies, which, after dancing in the air, plunge down
into the shallowest parts of the water, to the depth of several feet,
and deposit their eggs at the bottom.
‘The eggs of these insects are called hautle (haoutle), by the
Mexican Indians, who collect them in great numbers, and with whom
they appear to be a favourite article of food.
‘They are prepared in various ways, but usually made into cakes,
which are eaten with a sauce flavoured with chillies. To collect the
eggs the Indians prepare bundles of rushes, which they place
vertically in the lake at some distance from the shore. In about a
fortnight, every rush in these bundles is completely covered with
eggs. The bundles are then drawn out and dried in the sun upon a
cloth for not more than an hour, when the eggs are easily detached.
The bundles of rushes are then placed in the water again for another
crop.’[33]
Mr. Ruschenberger, the surgeon to the American expedition to Siam,
in describing a state feast given to the officers, states that the dinner
was remarkable for the variety and exquisite flavour of the curries.
Among them was one consisting of ants’ eggs, a costly and much
esteemed luxury of Siam. They are not larger than grains of sand,
and to a palate unaccustomed to them, are not particularly savory.
They are almost tasteless. Besides being curried, they are brought to
the table rolled in green leaves, mingled with shreds or very fine
slices of fat pork. Here was seen an ever-to-be-remembered luxury
of the East.
HYMENOPTERA.
It would hardly be suspected that bees serve for food in Ceylon and
some other places,—an ungrateful return for their honey and wax.
The African Bushmen eat the caterpillars of the butterflies.
The Chinese, who waste nothing, after they have unwound the silk
from the cocoons of the silk-worm, send the chrysalis to table. They
also eat the larvæ of a hawk-moth, some of which tribe, Dr. Darwin
tells us, are, in his opinion, very delicious. The natives of New
Holland eat the caterpillars of a species of moth, and also a kind of
butterfly, which they call bugong, which congregate in certain
districts, at particular seasons, in countless myriads. On these
occasions, the native blacks assemble from far and near to collect
them; and after removing the wings and down, by stirring them on
the ground, previously heated by a large fire, winnowing them, eat
the bodies, or store them up for use, by pounding and smoking them.
The bodies of these butterflies abound in an oil, with the taste of
nuts; when first eaten, they produce violent vomitings and other
debilitating effects; but these go off after a few days, and the natives
then thrive and fatten exceedingly on this diet, for which they have to
contend with a black crow, which is also attracted by the butterflies,
and which they dispatch with their clubs, and use as food.
Two insects, a kind of butterfly, and a thick, white grub, found chiefly
in dead timber, are much esteemed by the aborigines of Australia as
articles of food. The former is eaten at certain seasons by whole
tribes of natives in the northern districts. Their practice is to follow up
the flight of the insects, and to light fires at night-fall beneath the
trees in which they have roosted. The smoke brings the butterflies
down, and their bodies are pounded together into a sort of fleshy
loaf. Upon this delicacy the natives not only feed, but fatten. The
white grub is swallowed whole in his living state, and is much sought
for by sable epicures.
In India, and in South America, these grubs are also eaten as a
dainty.
The trunk of the grass-tree, or black-boy (Xanthorea arborea), when
beginning to decay, furnishes large quantities of marrow-like grubs,
which are considered a delicacy by the aborigines in Western
Australia. They have a fragrant, aromatic flavour, and form a
favourite food among the natives, either raw or roasted. They call
them bardi—and they are also found in the wattle tree, or mimosa.
The presence of these grubs in a xanthorea is thus ascertained: if
the top of one of these trees is observed to be dead, and it contain
any bardi, a few sharp kicks given to it with the foot will cause it to
crack and shake, when it is pushed over and the grub extracted, by
breaking the tree to pieces with a hammer. The bardi of the
xanthorea are small, and found together in great numbers; those of
the wattle are cream coloured, as long and thick as a man’s finger,
and are found singly. The excrement of the latter oozes from under
the bark, of the appearance and consistence of clear gum. The galls
formed on several species of sage by gall flies, in the Levant, are
highly prized for their aromatic and acid flavour, especially when
prepared with sugar. They constitute, in fact, a considerable article of
commerce from Scio to Constantinople, where they are regularly
sold in the market. They are known as sage apples, and in Greece
are made into a kind of conserve, which is highly esteemed.
HEMIPTERA.
Coming to another order of insects, the cicada, or chirping flies, we
find that these were eaten by the polished Greeks, and accounted
very delicious. They were caught, strung, sold, and greedily
devoured; and especially the females were relished on account of
their white eggs. One species, a very long-lived one, which, if
spared, lives to the age of 17 years, is still eaten by the Indians of
America, who pluck off the wings and boil them. The aborigines of
Australia eat them raw, after stripping off the wings.
The 17-year locusts, while in an underground grub state, are a
favourite food of various species of animals. Immense numbers are
destroyed by hogs before they emerge from the ground; they are
also, when in their perfect state, eagerly devoured by chickens,
squirrels, and many of the larger birds. The Indians likewise consider
them a delicate food when fried; and in New Jersey they have been
turned to a profitable account in making soap.
No insects are more numerous with us than caterpillars, and sad
havoc they occasionally commit among our cabbages and
cauliflowers. Now we generally make wry faces, when a stray one is
served up with our greens, and the cook is severely taken to task;
but these are reckoned among the chief delicacies of an African
Bushman’s meal.
The Hottentots eat them boiled and raw, and soon get into good
condition on this food. They bring large calabashes full of them to
their habitations, and parch them in iron pots over a gentle fire,
stirring them about as is done in roasting coffee. In that state, without
sauce or other addition, they serve them up as delicious food, and
eat them by handfuls, as we do sugar-plums.
One traveller tells us he has eaten them dressed in this way several
times, and thought them delicate, nourishing, and wholesome, being
sweeter than the grub of the weevil of the palm, and resembling in
taste sugared cream or sweet almond paste.
ARACHNIDA.
What will be said to spiders as food? But these form an article in the
list of the Bushman’s dainties in South Africa, according to
Sparrman; and the inhabitants of New Caledonia, Labillardiere tells
us, seek for, and eat with avidity, large quantities of a spider nearly
an inch long, which they roast over the fire. Even individuals
amongst the more polished nations of Europe are recorded as
having a similar taste; so that if you could rise above vulgar
prejudices, you would in all probability find them a most delicate
morsel. If you require precedents, Reaumur tells us of a young lady,
who, when she walked in her grounds, never saw a spider that she
did not take and crunch upon the spot. Another female, the
celebrated Anna Maria Schurman, used to eat them like nuts, which
she affirmed they much resembled in taste, excusing her propensity
by saying that she was born under the sign Scorpio.
If you wish for the authority of the learned: Lalande, the celebrated
French astronomer, was equally fond of these delicacies, according
to Latreille. And if, not content with eating spiders seriatim, you
should feel desirous of eating them by handfuls, you may shelter
yourself under the authority of the German immortalized by Rosel,
who used to spread them upon bread like butter, observing that he
found them very useful.[34]
These edible spiders, and such like, are all sufficiently disgusting,
but we feel our nausea quite turned into horror when we read in
Humboldt, that he has seen the Indian children drag out of the earth
centipedes 18 inches long, and more than half an inch broad, and
devour them.

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(eBook PDF) Introduction to Probability

and Statistics 15th Edition

Chapter Review 235

7 Sampling Distributions 245

Chapter Review 280

8 Large-Sample Estimation 288

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Interpreting the Confidence Interval 301

Chapter Review 326

9 Large-Sample Tests of Hypotheses 335

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9.6 Concluding Comments on Testing Hypotheses 369

Chapter Review 370

10 Inference from Small Samples 380

Chapter Review 430

11 The Analysis of Variance 445

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Testing the Equality of the Treatment Means 453

Chapter Review 490

12 Simple Linear Regression and Correlation 503

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12.4 Diagnostic Tools for Checking the Regression Assumptions 525

Chapter Review 543

13 Multiple Linear Regression Analysis 555

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Chapter Review 589

14 Analysis of Categorical Data 599

Chapter Review 621

15 Nonparametric Statistics 633

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15.6 The Friedman Fr-Test for Randomized Block Designs 660

Chapter Review 672

Data Sources 714

Answers to Selected Exercises 727

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The Secret to Our Success

Hallmark Features of the Fifteenth Edition

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Organization and Coverage

Special Features of the Fifteenth Edition

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The Role of Computers and Calculators in the

2. You may notice that some of the cells in the spreadsheet

The probability of observing 211 or fewer who prefer her brand is

Instructor Solutions Manual

Instructor Companion Website

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Online Technology Guides

Student Solutions Manual (ISBN 9781337558280)

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What is statistics? Have you ever met a statistician? Do

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‘Gladding his palate with some store

‘I have,’ says Smeathman, ‘eaten them dressed in this way several

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