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STATISTICS AND
PROBABILITY WITH
APPLICATIONS FOR
ENGINEERS AND
SCIENTISTS USING
MINITAB, R AND JMP
STATISTICS AND
PROBABILITY WITH
APPLICATIONS FOR
ENGINEERS AND
SCIENTISTS USING
MINITAB, R AND JMP

Second Edition

Bhisham C. Gupta
Professor Emeritus of Statistics
University of Southern Maine
Portland, ME
Irwin Guttman
Professor Emeritus of Statistics
SUNY at Buffalo and
University of Toronto, Canada
Kalanka P. Jayalath
Assistant Professor of Statistics
University of Houston–Clear Lake
Houston, TX
This second edition first published 2020

c 2020 John Wiley & Sons, Inc.

Edition History
John Wiley & Sons, Inc. (1e, 2013)

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Library of Congress Cataloging-in-Publication Data

Names: Gupta, Bhisham C., 1942- author. | Guttman, Irwin, author. |

Jayalath, Kalanka P., author.
Title: Statistics and probability with applications for engineers and
scientists using Minitab, R and JMP / Bhisham C. Gupta, Irwin Guttman,
Kalanka P. Jayalath.
Other titles: Statistics and probability with applications for engineers
and scientists
Description: Second edition. | Hoboken : Wiley, 2020. | Revision of:
Statistics and probability with applications for engineers and
scientists. 2013. | Includes bibliographical references and index.
Identifiers: LCCN 2019035384 (print) | LCCN 2019035385 (ebook) | ISBN
9781119516637 (cloth) | ISBN 9781119516644 (adobe pdf) | ISBN
9781119516620 (epub)
Subjects: LCSH: Probabilities. | Mathematical statistics.
Classification: LCC QA273 .G85 2020 (print) | LCC QA273 (ebook) | DDC
519.5–dc23
LC record available at https://lccn.loc.gov/2019035384
LC ebook record available at https://lccn.loc.gov/2019035385

Cover Design: Wiley

Cover Image: c ioat/Shutterstock

Set in 10/12pt Computer Modern by SPi Global, Chennai, India

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1
 In the loving memory of my parents, Roshan Lal and Sodhan Devi
-Bhisham
In the loving memory of my parents, Anna and Samuel Guttman
-Irwin
In the loving memory of my parents, Premadasa Jayalath and Chandra Unanthanna
-Kalanka
Contents

Preface xvii
Acknowledgments xxi
About The Companion Site xxiii

1 INTRODUCTION 1
1.1 Designed Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.1.1 Motivation for the Study . . . . . . . . . . . . . . . . . . . . . 2
1.1.2 Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.1.3 Changing Criteria . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.1.4 A Summary of the Various Phases of the Investigation . . . . . 5
1.2 A Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.3 An Observational Study . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.4 A Set of Historical Data . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.5 A Brief Description of What is Covered in this Book . . . . . . . . . . 7

PART I FUNDAMENTALS OF PROBABILITY AND

STATISTICS
2 DESCRIBING DATA GRAPHICALLY AND NUMERICALLY 13
2.1 Getting Started with Statistics . . . . . . . . . . . . . . . . . . . . . . 14
2.1.1 What Is Statistics? . . . . . . . . . . . . . . . . . . . . . . . . . 14
2.1.2 Population and Sample in a Statistical Study . . . . . . . . . . 14
2.2 Classification of Various Types of Data . . . . . . . . . . . . . . . . . . 18
2.2.1 Nominal Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.2.2 Ordinal Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.2.3 Interval Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.2.4 Ratio Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.3 Frequency Distribution Tables for Qualitative and Quantitative Data . 20
2.3.1 Qualitative Data . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.3.2 Quantitative Data . . . . . . . . . . . . . . . . . . . . . . . . . 24
2.4 Graphical Description of Qualitative and Quantitative Data . . . . . . 30
2.4.1 Dot Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
2.4.2 Pie Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
2.4.3 Bar Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
2.4.4 Histograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2.4.5 Line Graph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
2.4.6 Stem-and-Leaf Plot . . . . . . . . . . . . . . . . . . . . . . . . . 45
2.5 Numerical Measures of Quantitative Data . . . . . . . . . . . . . . . . 50
2.5.1 Measures of Centrality . . . . . . . . . . . . . . . . . . . . . . . 51
2.5.2 Measures of Dispersion . . . . . . . . . . . . . . . . . . . . . . . 56
2.6 Numerical Measures of Grouped Data . . . . . . . . . . . . . . . . . . 67
2.6.1 Mean of a Grouped Data . . . . . . . . . . . . . . . . . . . . . 67
vii
viii Contents

2.6.2 Median of a Grouped Data . . . . . . . . . . . . . . . . . . . . 68

2.6.3 Mode of a Grouped Data . . . . . . . . . . . . . . . . . . . . . 69
2.6.4 Variance of a Grouped Data . . . . . . . . . . . . . . . . . . . . 69
2.7 Measures of Relative Position . . . . . . . . . . . . . . . . . . . . . . . 70
2.7.1 Percentiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
2.7.2 Quartiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
2.7.3 Interquartile Range (IQR) . . . . . . . . . . . . . . . . . . . . . 72
2.7.4 Coefficient of Variation . . . . . . . . . . . . . . . . . . . . . . 73
2.8 Box-Whisker Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
2.8.1 Construction of a Box Plot . . . . . . . . . . . . . . . . . . . . 75
2.8.2 How to Use the Box Plot . . . . . . . . . . . . . . . . . . . . . 76
2.9 Measures of Association . . . . . . . . . . . . . . . . . . . . . . . . . . 80
2.10 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
2.10.1 About St. Luke’s Hospital . . . . . . . . . . . . . . . . . . . . . 85
2.11 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 87

3 ELEMENTS OF PROBABILITY 97
3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
3.2 Random Experiments, Sample Spaces, and Events . . . . . . . . . . . 98
3.2.1 Random Experiments and Sample Spaces . . . . . . . . . . . . 98
3.2.2 Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
3.3 Concepts of Probability . . . . . . . . . . . . . . . . . . . . . . . . . . 103
3.4 Techniques of Counting Sample Points . . . . . . . . . . . . . . . . . . 108
3.4.1 Tree Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
3.4.2 Permutations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
3.4.3 Combinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
3.4.4 Arrangements of n Objects Involving Several Kinds of Objects 111
3.5 Conditional Probability . . . . . . . . . . . . . . . . . . . . . . . . . . 113
3.6 Bayes’s Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
3.7 Introducing Random Variables . . . . . . . . . . . . . . . . . . . . . . 120
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 122

4 DISCRETE RANDOM VARIABLES AND SOME IMPORTANT

DISCRETE PROBABILITY DISTRIBUTIONS 128
4.1 Graphical Descriptions of Discrete Distributions . . . . . . . . . . . . . 129
4.2 Mean and Variance of a Discrete Random Variable . . . . . . . . . . . 130
4.2.1 Expected Value of Discrete Random Variables and Their Functions 130
4.2.2 The Moment-Generating Function-Expected Value of a Special
Function of X . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
4.3 The Discrete Uniform Distribution . . . . . . . . . . . . . . . . . . . . 136
4.4 The Hypergeometric Distribution . . . . . . . . . . . . . . . . . . . . . 137
4.5 The Bernoulli Distribution . . . . . . . . . . . . . . . . . . . . . . . . . 141
4.6 The Binomial Distribution . . . . . . . . . . . . . . . . . . . . . . . . . 142
4.7 The Multinomial Distribution . . . . . . . . . . . . . . . . . . . . . . . 146
4.8 The Poisson Distribution . . . . . . . . . . . . . . . . . . . . . . . . . . 147
4.8.1 Definition and Properties of the Poisson Distribution . . . . . . 147
4.8.2 Poisson Process . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
4.8.3 Poisson Distribution as a Limiting Form of the Binomial . . . . 148
4.9 The Negative Binomial Distribution . . . . . . . . . . . . . . . . . . . 153
Contents ix

4.10 Some Derivations and Proofs (Optional) . . . . . . . . . . . . . . . . . 156

4.11 A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
4.12 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 157

5 CONTINUOUS RANDOM VARIABLES AND SOME IMPORTANT

CONTINUOUS PROBABILITY DISTRIBUTIONS 164
5.1 Continuous Random Variables . . . . . . . . . . . . . . . . . . . . . . . 165
5.2 Mean and Variance of Continuous Random Variables . . . . . . . . . . 168
5.2.1 Expected Value of Continuous Random Variables and Their
Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
5.2.2 The Moment-Generating Function and Expected Value of a Special
Function of X . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
5.3 Chebyshev’s Inequality . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
5.4 The Uniform Distribution . . . . . . . . . . . . . . . . . . . . . . . . . 175
5.4.1 Definition and Properties . . . . . . . . . . . . . . . . . . . . . 175
5.4.2 Mean and Standard Deviation of the Uniform Distribution . . 178
5.5 The Normal Distribution . . . . . . . . . . . . . . . . . . . . . . . . . . 180
5.5.1 Definition and Properties . . . . . . . . . . . . . . . . . . . . . 180
5.5.2 The Standard Normal Distribution . . . . . . . . . . . . . . . . 182
5.5.3 The Moment-Generating Function of the Normal Distribution . 187
5.6 Distribution of Linear Combination of Independent Normal Variables . 189
5.7 Approximation of the Binomial and Poisson Distributions by the Normal
Distribution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
5.7.1 Approximation of the Binomial Distribution by the Normal
Distribution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
5.7.2 Approximation of the Poisson Distribution by the Normal
Distribution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
5.8 A Test of Normality . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
5.9 Probability Models Commonly used in Reliability Theory . . . . . . . 201
5.9.1 The Lognormal Distribution . . . . . . . . . . . . . . . . . . . . 202
5.9.2 The Exponential Distribution . . . . . . . . . . . . . . . . . . . 206
5.9.3 The Gamma Distribution . . . . . . . . . . . . . . . . . . . . . 211
5.9.4 The Weibull Distribution . . . . . . . . . . . . . . . . . . . . . 214
5.10 A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
5.11 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 220

6 DISTRIBUTION OF FUNCTIONS OF RANDOM VARIABLES 228

6.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
6.2 Distribution Functions of Two Random Variables . . . . . . . . . . . . 229
6.2.1 Case of Two Discrete Random Variables . . . . . . . . . . . . . 229
6.2.2 Case of Two Continuous Random Variables . . . . . . . . . . . 232
6.2.3 The Mean Value and Variance of Functions of Two Random
Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
6.2.4 Conditional Distributions . . . . . . . . . . . . . . . . . . . . . 235
6.2.5 Correlation between Two Random Variables . . . . . . . . . . . 238
6.2.6 Bivariate Normal Distribution . . . . . . . . . . . . . . . . . . . 241
6.3 Extension to Several Random Variables . . . . . . . . . . . . . . . . . 244
6.4 The Moment-Generating Function Revisited . . . . . . . . . . . . . . . 245
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 249
x Contents

7 SAMPLING DISTRIBUTIONS 253

7.1 Random Sampling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253
7.1.1 Random Sampling from an Infinite Population . . . . . . . . . 254
7.1.2 Random Sampling from a Finite Population . . . . . . . . . . . 256
7.2 The Sampling Distribution of the Sample Mean . . . . . . . . . . . . . 258
7.2.1 Normal Sampled Population . . . . . . . . . . . . . . . . . . . . 258
7.2.2 Nonnormal Sampled Population . . . . . . . . . . . . . . . . . . 258
7.2.3 The Central Limit Theorem . . . . . . . . . . . . . . . . . . . . 259
7.3 Sampling from a Normal Population . . . . . . . . . . . . . . . . . . . 264
7.3.1 The Chi-Square Distribution . . . . . . . . . . . . . . . . . . . 264
7.3.2 The Student t-Distribution . . . . . . . . . . . . . . . . . . . . 271
7.3.3 Snedecor’s F -Distribution . . . . . . . . . . . . . . . . . . . . . 276
7.4 Order Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
7.4.1 Distribution of the Largest Element in a Sample . . . . . . . . 280
7.4.2 Distribution of the Smallest Element in a Sample . . . . . . . . 281
7.4.3 Distribution of the Median of a Sample and of the kth Order
Statistic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282
7.4.4 Other Uses of Order Statistics . . . . . . . . . . . . . . . . . . 284
7.5 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 286

8 ESTIMATION OF POPULATION PARAMETERS 289

8.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290
8.2 Point Estimators for the Population Mean and Variance . . . . . . . . 290
8.2.1 Properties of Point Estimators . . . . . . . . . . . . . . . . . . 292
8.2.2 Methods of Finding Point Estimators . . . . . . . . . . . . . . 295
8.3 Interval Estimators for the Mean μ of a Normal Population . . . . . . 301
8.3.1 σ 2 Known . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
8.3.2 σ 2 Unknown . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304
8.3.3 Sample Size Is Large . . . . . . . . . . . . . . . . . . . . . . . . 306
8.4 Interval Estimators for The Difference of Means of Two Normal
Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313
8.4.1 Variances Are Known . . . . . . . . . . . . . . . . . . . . . . . 313
8.4.2 Variances Are Unknown . . . . . . . . . . . . . . . . . . . . . . 314
8.5 Interval Estimators for the Variance of a Normal Population . . . . . . 322
8.6 Interval Estimator for the Ratio of Variances of Two Normal
Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
8.7 Point and Interval Estimators for the Parameters of Binomial Populations 331
8.7.1 One Binomial Population . . . . . . . . . . . . . . . . . . . . . 331
8.7.2 Two Binomial Populations . . . . . . . . . . . . . . . . . . . . . 334
8.8 Determination of Sample Size . . . . . . . . . . . . . . . . . . . . . . . 338
8.8.1 One Population Mean . . . . . . . . . . . . . . . . . . . . . . . 339
8.8.2 Difference of Two Population Means . . . . . . . . . . . . . . . 339
8.8.3 One Population Proportion . . . . . . . . . . . . . . . . . . . . 340
8.8.4 Difference of Two Population Proportions . . . . . . . . . . . . 341
8.9 Some Supplemental Information . . . . . . . . . . . . . . . . . . . . . . 343
8.10 A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343
8.11 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 344
Contents xi

9 HYPOTHESIS TESTING 352

9.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
9.2 Basic Concepts of Testing a Statistical Hypothesis . . . . . . . . . . . 353
9.2.1 Hypothesis Formulation . . . . . . . . . . . . . . . . . . . . . . 353
9.2.2 Risk Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 355
9.3 Tests Concerning the Mean of a Normal Population Having Known
Variance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358
9.3.1 Case of a One-Tail (Left-Sided) Test . . . . . . . . . . . . . . . 358
9.3.2 Case of a One-Tail (Right-Sided) Test . . . . . . . . . . . . . . 362
9.3.3 Case of a Two-Tail Test . . . . . . . . . . . . . . . . . . . . . . 363
9.4 Tests Concerning the Mean of a Normal Population Having Unknown
Variance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372
9.4.1 Case of a Left-Tail Test . . . . . . . . . . . . . . . . . . . . . . 372
9.4.2 Case of a Right-Tail Test . . . . . . . . . . . . . . . . . . . . . 373
9.4.3 The Two-Tail Case . . . . . . . . . . . . . . . . . . . . . . . . . 374
9.5 Large Sample Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378
9.6 Tests Concerning the Difference of Means of Two Populations Having
Distributions with Known Variances . . . . . . . . . . . . . . . . . . . 380
9.6.1 The Left-Tail Test . . . . . . . . . . . . . . . . . . . . . . . . . 380
9.6.2 The Right-Tail Test . . . . . . . . . . . . . . . . . . . . . . . . 381
9.6.3 The Two-Tail Test . . . . . . . . . . . . . . . . . . . . . . . . . 383
9.7 Tests Concerning the Difference of Means of Two Populations Having
Normal Distributions with Unknown Variances . . . . . . . . . . . . . 388
9.7.1 Two Population Variances are Equal . . . . . . . . . . . . . . . 388
9.7.2 Two Population Variances are Unequal . . . . . . . . . . . . . . 392
9.7.3 The Paired t-Test . . . . . . . . . . . . . . . . . . . . . . . . . . 395
9.8 Testing Population Proportions . . . . . . . . . . . . . . . . . . . . . . 401
9.8.1 Test Concerning One Population Proportion . . . . . . . . . . . 401
9.8.2 Test Concerning the Difference Between Two Population
Proportions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
9.9 Tests Concerning the Variance of a Normal Population . . . . . . . . . 410
9.10 Tests Concerning the Ratio of Variances of Two Normal Populations . 414
9.11 Testing of Statistical Hypotheses using Confidence Intervals . . . . . . 418
9.12 Sequential Tests of Hypotheses . . . . . . . . . . . . . . . . . . . . . . 422
9.12.1 A One-Tail Sequential Testing Procedure . . . . . . . . . . . . 422
9.12.2 A Two-Tail Sequential Testing Procedure . . . . . . . . . . . . 427
9.13 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430
9.14 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 431

PART II STATISTICS IN ACTIONS

10 ELEMENTS OF RELIABILITY THEORY 445
10.1 The Reliability Function . . . . . . . . . . . . . . . . . . . . . . . . . . 446
10.1.1 The Hazard Rate Function . . . . . . . . . . . . . . . . . . . . 446
10.1.2 Employing the Hazard Function . . . . . . . . . . . . . . . . . 455
10.2 Estimation: Exponential Distribution . . . . . . . . . . . . . . . . . . . 457
10.3 Hypothesis Testing: Exponential Distribution . . . . . . . . . . . . . . 465
10.4 Estimation: Weibull Distribution . . . . . . . . . . . . . . . . . . . . . 467
xii Contents

10.5 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472

10.6 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 474

11 ON DATA MINING 476

11.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 476
11.2 What is Data Mining? . . . . . . . . . . . . . . . . . . . . . . . . . . . 477
11.2.1 Big Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 477
11.3 Data Reduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478
11.4 Data Visualization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481
11.5 Data Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490
11.5.1 Missing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490
11.5.2 Outlier Detection and Remedial Measures . . . . . . . . . . . . 491
11.6 Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 492
11.6.1 Evaluating a Classification Model . . . . . . . . . . . . . . . . . 493
11.7 Decision Trees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499
11.7.1 Classification and Regression Trees (CART) . . . . . . . . . . . 500
11.7.2 Further Reading . . . . . . . . . . . . . . . . . . . . . . . . . . 511
11.8 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511
11.9 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 512

12 CLUSTER ANALYSIS 518

12.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518
12.2 Similarity Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 519
12.2.1 Common Similarity Coefficients . . . . . . . . . . . . . . . . . . 524
12.3 Hierarchical Clustering Methods . . . . . . . . . . . . . . . . . . . . . 525
12.3.1 Single Linkage . . . . . . . . . . . . . . . . . . . . . . . . . . . 526
12.3.2 Complete Linkage . . . . . . . . . . . . . . . . . . . . . . . . . 531
12.3.3 Average Linkage . . . . . . . . . . . . . . . . . . . . . . . . . . 534
12.3.4 Ward’s Hierarchical Clustering . . . . . . . . . . . . . . . . . . 536
12.4 Nonhierarchical Clustering Methods . . . . . . . . . . . . . . . . . . . 538
12.4.1 K-Means Method . . . . . . . . . . . . . . . . . . . . . . . . . . 538
12.5 Density-Based Clustering . . . . . . . . . . . . . . . . . . . . . . . . . 544
12.6 Model-Based Clustering . . . . . . . . . . . . . . . . . . . . . . . . . . 547
12.7 A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 552
12.8 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 553
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 553

13 ANALYSIS OF CATEGORICAL DATA 558

13.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 558
13.2 The Chi-Square Goodness-of-Fit Test . . . . . . . . . . . . . . . . . . . 559
13.3 Contingency Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 568
13.3.1 The 2 × 2 Case with Known Parameters . . . . . . . . . . . . . 568
13.3.2 The 2 × 2 Case with Unknown Parameters . . . . . . . . . . . 570
13.3.3 The r × s Contingency Table . . . . . . . . . . . . . . . . . . . 572
13.4 Chi-Square Test for Homogeneity . . . . . . . . . . . . . . . . . . . . . 577
13.5 Comments on the Distribution of the Lack-of-Fit Statistics . . . . . . 581
13.6 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 583
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Contents xiii

13.7 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 584

Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 585

14 NONPARAMETRIC TESTS 591

14.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 591
14.2 The Sign Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 592
14.2.1 One-Sample Test . . . . . . . . . . . . . . . . . . . . . . . . . . 592
14.2.2 The Wilcoxon Signed-Rank Test . . . . . . . . . . . . . . . . . 595
14.2.3 Two-Sample Test . . . . . . . . . . . . . . . . . . . . . . . . . . 598
14.3 Mann–Whitney (Wilcoxon) W Test for Two Samples . . . . . . . . . . 604
14.4 Runs Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 608
14.4.1 Runs above and below the Median . . . . . . . . . . . . . . . . 608
14.4.2 The Wald–Wolfowitz Run Test . . . . . . . . . . . . . . . . . . 611
14.5 Spearman Rank Correlation . . . . . . . . . . . . . . . . . . . . . . . . 614
14.6 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 618
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 618

15 SIMPLE LINEAR REGRESSION ANALYSIS 622

15.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623
15.2 Fitting the Simple Linear Regression Model . . . . . . . . . . . . . . . 624
15.2.1 Simple Linear Regression Model . . . . . . . . . . . . . . . . . 624
15.2.2 Fitting a Straight Line by Least Squares . . . . . . . . . . . . . 627
15.2.3 Sampling Distribution of the Estimators of Regression Coefficients 631
15.3 Unbiased Estimator of σ 2 . . . . . . . . . . . . . . . . . . . . . . . . . 637
15.4 Further Inferences Concerning Regression Coefficients (β0 , β 1 ), E(Y ), and
Y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 639
15.4.1 Confidence Interval for β1 with Confidence Coefficient (1 − α) . 639
15.4.2 Confidence Interval for β0 with Confidence Coefficient (1 − α) . 640
15.4.3 Confidence Interval for E(Y |X) with Confidence Coefficient
(1 − α) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 642
15.4.4 Prediction Interval for a Future Observation Y with Confidence
Coefficient (1 − α) . . . . . . . . . . . . . . . . . . . . . . . . . 645
15.5 Tests of Hypotheses for β0 and β1 . . . . . . . . . . . . . . . . . . . . . 652
15.5.1 Test of Hypotheses for β1 . . . . . . . . . . . . . . . . . . . . . 652
15.5.2 Test of Hypotheses for β0 . . . . . . . . . . . . . . . . . . . . . 652
15.6 Analysis of Variance Approach to Simple Linear Regression Analysis . 659
15.7 Residual Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 665
15.8 Transformations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 674
15.9 Inference About ρ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 681
15.10 A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 683
15.11 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 684
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 684

16 MULTIPLE LINEAR REGRESSION ANALYSIS 693

16.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 694
16.2 Multiple Linear Regression Models . . . . . . . . . . . . . . . . . . . . 694
16.3 Estimation of Regression Coefficients . . . . . . . . . . . . . . . . . . . 699
16.3.1 Estimation of Regression Coefficients Using Matrix Notation . 701
16.3.2 Properties of the Least-Squares Estimators . . . . . . . . . . . 703
xiv Contents

16.3.3 The Analysis of Variance Table . . . . . . . . . . . . . . . . . . 704

16.3.4 More Inferences about Regression Coefficients . . . . . . . . . . 706
16.4 Multiple Linear Regression Model Using Quantitative and Qualitative
Predictor Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 714
16.4.1 Single Qualitative Variable with Two Categories . . . . . . . . 714
16.4.2 Single Qualitative Variable with Three or More Categories . . . 716
16.5 Standardized Regression Coefficients . . . . . . . . . . . . . . . . . . . 726
16.5.1 Multicollinearity . . . . . . . . . . . . . . . . . . . . . . . . . . 728
16.5.2 Consequences of Multicollinearity . . . . . . . . . . . . . . . . . 729
16.6 Building Regression Type Prediction Models . . . . . . . . . . . . . . 730
16.6.1 First Variable to Enter into the Model . . . . . . . . . . . . . . 730
16.7 Residual Analysis and Certain Criteria for Model Selection . . . . . . 734
16.7.1 Residual Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . 734
16.7.2 Certain Criteria for Model Selection . . . . . . . . . . . . . . . 735
16.8 Logistic Regression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 740
16.9 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 745
16.10 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 748
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 748

17 ANALYSIS OF VARIANCE 757

17.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 758
17.2 The Design Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 758
17.2.1 Estimable Parameters . . . . . . . . . . . . . . . . . . . . . . . 758
17.2.2 Estimable Functions . . . . . . . . . . . . . . . . . . . . . . . . 760
17.3 One-Way Experimental Layouts . . . . . . . . . . . . . . . . . . . . . . 761
17.3.1 The Model and Its Analysis . . . . . . . . . . . . . . . . . . . . 761
17.3.2 Confidence Intervals for Treatment Means . . . . . . . . . . . . 767
17.3.3 Multiple Comparisons . . . . . . . . . . . . . . . . . . . . . . . 773
17.3.4 Determination of Sample Size . . . . . . . . . . . . . . . . . . . 780
17.3.5 The Kruskal–Wallis Test for One-Way Layouts (Nonparametric
Method) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 781
17.4 Randomized Complete Block (RCB) Designs . . . . . . . . . . . . . . 785
17.4.1 The Friedman Fr -Test for Randomized Complete Block Design
(Nonparametric Method) . . . . . . . . . . . . . . . . . . . . . 792
17.4.2 Experiments with One Missing Observation in an RCB-Design
Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 794
17.4.3 Experiments with Several Missing Observations in an RCB-Design
Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 795
17.5 Two-Way Experimental Layouts . . . . . . . . . . . . . . . . . . . . . 798
17.5.1 Two-Way Experimental Layouts with One Observation per Cell 800
17.5.2 Two-Way Experimental Layouts with r > 1 Observations per Cell 801
17.5.3 Blocking in Two-Way Experimental Layouts . . . . . . . . . . . 810
17.5.4 Extending Two-Way Experimental Designs to n-Way
Experimental Layouts . . . . . . . . . . . . . . . . . . . . . . . 811
17.6 Latin Square Designs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 813
17.7 Random-Effects and Mixed-Effects Models . . . . . . . . . . . . . . . . 820
17.7.1 Random-Effects Model . . . . . . . . . . . . . . . . . . . . . . . 820
17.7.2 Mixed-Effects Model . . . . . . . . . . . . . . . . . . . . . . . . 822
17.7.3 Nested (Hierarchical) Designs . . . . . . . . . . . . . . . . . . . 824
Contents xv

17.8 A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 831

17.9 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 832
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 832

18 THE 2K FACTORIAL DESIGNS 847

18.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 848
18.2 The Factorial Designs . . . . . . . . . . . . . . . . . . . . . . . . . . . 848
18.3 The 2k Factorial Designs . . . . . . . . . . . . . . . . . . . . . . . . . . 850
18.4 Unreplicated 2k Factorial Designs . . . . . . . . . . . . . . . . . . . . . 859
18.5 Blocking in the 2k Factorial Design . . . . . . . . . . . . . . . . . . . . 867
18.5.1 Confounding in the 2k Factorial Design . . . . . . . . . . . . . 867
18.5.2 Yates’s Algorithm for the 2k Factorial Designs . . . . . . . . . 875
18.6 The 2k Fractional Factorial Designs . . . . . . . . . . . . . . . . . . . . 877
18.6.1 One-half Replicate of a 2k Factorial Design . . . . . . . . . . . 877
18.6.2 One-quarter Replicate of a 2k Factorial Design . . . . . . . . . 882
18.7 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 887
18.8 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 889
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 889

19 RESPONSE SURFACES 897

19.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 897
19.1.1 Basic Concepts of Response Surface Methodology . . . . . . . . 898
19.2 First-Order Designs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 903
19.3 Second-Order Designs . . . . . . . . . . . . . . . . . . . . . . . . . . . 917
19.3.1 Central Composite Designs (CCDs) . . . . . . . . . . . . . . . 918
19.3.2 Some Other First-Order and Second-Order Designs . . . . . . . 928
19.4 Determination of Optimum or Near-Optimum Point . . . . . . . . . . 936
19.4.1 The Method of Steepest Ascent . . . . . . . . . . . . . . . . . . 937
19.4.2 Analysis of a Fitted Second-Order Response Surface . . . . . . 941
19.5 Anova Table for a Second-Order Model . . . . . . . . . . . . . . . . . . 946
19.6 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 948
19.7 Using JMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 950
Review Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . . 950

20 STATISTICAL QUALITY CONTROL—PHASE I CONTROL CHARTS 958

21 STATISTICAL QUALITY CONTROL—PHASE II CONTROL CHARTS 960

Appendices 961
Appendix A Statistical Tables 962
Appendix B Answers to Selected Problems 969
Appendix C Bibliography 992
Index 1003
Modern statisticians are familiar with the notion that any finite body of data contains only
a limited amount of information on any point under examination; that this limit is set by
the nature of the data themselves, and cannot be increased by any amount of ingenuity
expended in their statistical examination: that the statistician’s task, in fact, is limited to
the extraction of the whole of the available information on any particular issue.

R. A. Fisher

xvi
Preface

AUDIENCE
This is an introductory textbook in applied statistics and probability for undergraduate
students in engineering and the natural sciences. It begins at a level suitable for those with
no previous exposure to probability and statistics and carries the reader through to a level
of proficiency in various techniques of statistics. This text is divided into two parts: Part I
discusses descriptive statistics, concepts of probability, probability distributions, sampling
distributions, estimation, and testing of hypotheses, and Part II discusses various topics
of applied statistics, including some reliability theory, data mining, cluster analysis, some
nonparametric techniques, categorical data analysis, simple and multiple linear regression
analysis, design and analysis of variance with emphasis on 2k factorial designs, response
surface methodology, and statistical quality control charts of phase I and phase II.
This text is suitable for a one- or two-semester undergraduate course sequence. The
presentation of material gives instructors a lot of flexibility to pick and choose topics
they feel should make up the coverage of material for their courses. However, we feel that
in the first course for engineers and science majors, one may cover Chapter 1 and 2, a
brief discussion of probability in Chapter 3, selected discrete and continuous distributions
from Chapter 4 and 5 with more emphasis on normal distribution, Chapter 7–9, and
couple of topics from Part II that meet the needs and interests of the particular group of
students. For example, some discussion of the material on regression analysis and design
of experiments in Chapter 15 and 17 may serve well. Chapter 11 and 12 may be adequate
to motivate students’ interest in data science and data analytics. A two-semester course
may cover the entire book. The only prerequisite is a first course in calculus, which all
engineering and science students are required to take. Because of space considerations,
some proofs and derivations, certain advanced level topics of interest, including Chapter
20 and 21 on statistical quality control charts of phase I and phase II, are not included in
the text but are available for download via the book’s website: www.wiley.com/college/
gupta/statistics2e.

MOTIVATION
Students encounter data-analysis problems in many areas of engineering or natural science
curricula. Engineers and scientists in their professional lives often encounter situations
requiring analysis of data arising from their areas of practice. Very often, they have to
plan the investigation that generates data (an activity euphemistically called the design
of experiments), analyzes the data obtained, and interprets the results. Other problems
and investigations may pertain to the maintenance of quality of existing products or the
development of new products or to a desired outcome in an investigation of the underlying
mechanisms governing a certain process. Knowing how to “design” a particular investiga-
tion to obtain reliable data must be coupled with knowledge of descriptive and inferential
statistical tools to analyze properly and interpret such data. The intent of this textbook is

xvii
xviii Preface

to expose the uninitiated to statistical methods that deal with the generation of data for
different (but frequently met) types of investigations and to discuss how to analyze and
interpret the generated data.

HISTORY
This text has its roots in the three editions of Introductory Engineering Statistics, first
co-authored by Irwin Guttman and the late, great Samuel Wilks. Professor J. Stuart
Hunter (Princeton University), one of the finest expositors in the statistics profession, a
noted researcher, and a colleague of Professor Wilks, joined Professor Guttman to produce
editions two and three. All editions were published by John Wiley & Sons, with the third
edition appearing in 1982. The first edition of the current text was published in 2013.

APPROACH
In this text, we emphasize both descriptive and inferential statistics. We first give details of
descriptive statistics and then continue with an elementary discussion of the fundamentals
of probability theory underlying many of the statistical techniques discussed in this text.
We next cover a wide range of statistical techniques such as statistical estimation, regres-
sion methods, nonparametric methods, elements of reliability theory, statistical quality
control (with emphasis on phase I and phase II control charts), and process capability
indices, and the like. A feature of these discussions is that all statistical concepts are sup-
ported by a large number of examples using data encountered in real-life situations. We
also illustrate how the statistical packages MINITAB R
Version 18, R R
Version 3.5.1, and
R
JMP Version 9, may be used to aid in the analysis of various data sets.
Another feature of this text is the coverage at an adequate and understandable level
of the design of experiments. This includes a discussion of randomized block designs,
one- and two-way designs, Latin square designs, 2k factorial designs, response surface
designs, among others. The latest version of this text covers materials on supervised and
unsupervised learning techniques used in data mining and cluster analysis with a great
exposure in statistical computing using R software and MINITAB. As previously indicated,
all this is illustrated with real-life situations and accompanying data sets, supported by
MINITAB, R, and JMP. We know of no other book in the market that covers all these
software packages.

WHAT IS NEW IN THIS EDITION

After a careful investigation of the current technological advancement in statistical

software and related applications as well as the feedback received from the current
users of the text, we have successfully incorporated many changes in this new edition.

• R software exhibits along with their R code are included.

• Additional R software help for beginners is included in Appendix D.
• MINITAB software instructions and contents are updated to its latest edition.
• JMP software instructions and contents are updated to its latest edition.
• New chapters on Data Mining and Cluster analysis are included.
Preface xix

• An improved chapter on Response Surface Design has brought back to the printed
copy from the book website.
• The p-value approach is emphasized, and related practical interpretations are
included.
• The visibility of the theorems and definitions are improved and well formatted.
• Graphical exhibits are provided to improve the visualizations.

HALLMARK FEATURES
Software Integration

As previously indicated, we incorporate MINITAB and R throughout the text and

complete R exhibits with their outputs (Appendix D) and associated JMP exhibits
are available on the book’s website: www.wiley.com/college/gupta/statistics2e. Our
step-by-step approach to the use of the software packages means no prior knowledge
of their use is required. After completing a course that uses this text, students will
be able to use these software packages to analyze statistical data in their fields of
interest.

Breadth of Coverage

Besides the coverage of many popular statistical techniques, we include discussion

of certain aspects of sampling distributions, nonparametric tests, reliability theory,
data mining, cluster analysis, analysis of categorical data, simple and multiple linear
regression, design of experiments, response surface methodology, and phase I and
phase II control charts.

Design of experiments, response surface methodology, regression analysis

are treated in sufficient breadth and depth to be appropriate for a two-course sequence in
engineering statistics that includes probability and the design of experiments.
Real data in examples and homework problems illustrate the importance of statistics
and probability as a tool for engineers and scientists in their professional lives. All the data
sets with 20 or more data points are available on the website in three formats: MINITAB,
Microsoft Excel, and JMP.
Case studies in most chapters further illustrate the importance of statistical tech-
niques in professional practice.

STUDENT RESOURCES

Data sets for all examples and homework exercises from the text are available
to students on the website in MINITAB, Microsoft Excel, and JMP format. The
sample data sets were generated using well-known statistical sampling procedures,
xx Preface

ensuring that we are dealing with random samples. An inkling of what this may entail
is given throughout the text (see, for example, Section 7.1.2). The field of sampling
is an active topic among research statisticians and practitioners, and references to
sampling techniques are widely available in books and journal articles. Some of these
references are included in the bibliography section.
Other resources on the book website www.wiley.com/college/gupta/statistics2e
available for download include:
Solutions Manual to all odd numbered homework exercises in the text.

INSTRUCTOR RESOURCES

The following resources are available to adopting instructors on the textbook

website: www.wiley.com/college/gupta/statistics2e.

Solutions Manual to all homework exercises in the text.

Lecture slides to aid instructors preparing for lectures.
Data sets for all examples and homework exercises from the book, in three
formats: Minitab, Microsoft Excel, and JMP.

Errata We have thoroughly reviewed the text to make sure it is as error-free as

possible. However, any errors discovered will be listed on the textbook website. If you
encounter any errors as you are using the book, please send them directly to the authors
[email protected], so that the errors can be corrected in a timely manner on the website,
and for future editions. We also welcome any suggestions for improvement you may have,
and thank you in advance for helping us improve the book for future readers.
Acknowledgments

We are grateful to the following reviewers and colleagues whose comments and suggestions
were invaluable in improving the text:

Zaid Abdo, University of Idaho

Erin Baker, University of Massachusetts
Bob Barnet, University of Wisconsin-Platteville
Raj Chhikara, University of Houston, Clear Lake
Prem Goel, Ohio State University
Boetticher, Gary D, University of Houston, Clear Lake
Mark Gebert, University of Kentucky
Subir Ghosh, University of California, Riverside
Ramesh Gupta, University of Maine
Rameshwar Gupta, University of New Brunswick, Canada
Xiaochun Jiang, North Carolina Agricultural and Technical State University
Dennis Johnston, Baylor University
Gerald Keller, Joseph L. Rotman School of Management, University of Toronto
Kyungduk Ko, Boise State University
Paul Kvam, Georgia Institute of Technology
Bin Li. Louisiana State University
Thunshun Liao, Louisiana State University
Jye-Chyi Lu, Georgia Institute of Technology
Sumona Mondal, Clarkson University
Janbiao Pan, California Poly State University
Anastassios Perakis, University of Michigan
David Powers, Clarkson University
Ali Touran, Northeastern University
Leigh Williams, Virginia Polytechnic and State University
Tian Zheng, Columbia University
Jingyi Zhu, University of Utah

We thank William Belcher, Darwin Davis, Julie Ellis, Pushpa Gupta, Mohamad Ibourk,
James Lucas, Mary McShane-Vaughn, Louis Neveux, and Phil Ramsey who helped find
suitable data sets for the case studies. We also thank Laurie McDermott for her help in
typing some parts of this manuscript. Special thanks are due to Eric Laflamme for helping
write JMP/Excel procedures and creating PowerPoint presentations, George Bernier for
helping write Excel work books and macros, and Patricia Miller and Brenda Townsend for
editing Power Point Slides and some parts of the manuscript. We appreciate Terry Scott
and Chamila Meetiyagoda for reviewing R codes and new edition of the manuscript.
We acknowledge Minitab Inc. and SAS Institute Inc. for permitting us to print
MINITAB and JMP screenshots in this book. We also acknowledge the R Core team for
allowing us to use open access R software.

xxi
xxii Acknowledgments

Portions of the text are reproduced with permission from the American Society for
Quality (ASQ), Applied Statistics for the Six Sigma Green Belt and Statistical Quality
Control for the Six Sigma Green Belt by Gupta and Fred Walker (2005, 2007).
We would also like to express our thanks and appreciation to the individuals at John
Wiley, for their support, confidence, and guidance as we have worked together to develop
this project.
The authors would like to gratefully thank their families. Bhisham acknowledges
the patience and support of his wife, Swarn; daughters, Anita and Anjali; son, Shiva;
sons-in-law, Prajay and Mark; daughter-in-law, Aditi; and wonderful grandchildren, Priya,
Kaviya, Ayush, Amari, Sanvi, Avni and Dylan. For their patience and support, Irwin is
grateful to his wife, Mary; son, Daniel; daughters, Karen and Shaun; wonderful grand-
children, Liam, Teia, and Sebastian; brothers and their better halves, Alvin and Rita,
and Stanley and Gloria. Kalanka appreciates the support of his wife, Chamila; daughters,
Nesandi and Minudi.

BHISHAM GUPTA
IRWIN GUTTMAN
KALANKA JAYALATH
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About The Companion Site

This book is accompanied by a companion website:

www.wiley.com/college/gupta/statistics2e

The website includes materials for students and instructors:

Instructors

Chapters 20 and 21
Data sets
PowerPoint presentations
Complete solutions manual
Certain proofs and derivations
Some statistical tables
JMP files
R exhibits

Students

Chapters 20 and 21
Data sets
Partial solutions Manual
Certain proofs and derivations
Some statistical tables
JMP files
R exhibits

xxiii
Chapter 1

INTRODUCTION

Statistics, the discipline, is the study of the scientific method. In pursuing this discipline,
statisticians have developed a set of techniques that are extensively used to solve problems
in any field of scientific endeavor, such as in the engineering sciences, biological sciences,
and the chemical, pharmaceutical, and social sciences.
This book is concerned with discussing these techniques and their applications for
certain experimental situations. It begins at a level suitable for those with no previous
exposure to probability and statistics and carries the reader through to a level of proficiency
in various techniques of statistics.
In all scientific areas, whether engineering, biological sciences, medicine, chemical,
pharmaceutical, or social sciences, scientists are inevitably confronted with problems that
need to be investigated. Consider some examples:

• An engineer wants to determine the role of an electronic component needed to detect

the malfunction of the engine of a plane.
• A biologist wants to study various aspects of wildlife, the origin of a disease, or the
genetic aspects of a wild animal.
• A medical researcher is interested in determining the cause of a certain type of cancer.
• A manufacturer of lenses wants to study the quality of the finishing on intraocular lenses.
• A chemist is interested in determining the effect of a catalyst in the production of
low-density polyethylene.
• A pharmaceutical company is interested in developing a vaccination for swine flu.
• A social scientist is interested in exploring a particular aspect of human society.

In all of the examples, the first and foremost work is to define clearly the objective
of the study and precisely formulate the problem. The next important step is to gather
information to help determine what key factors are affecting the problem. Remember
that to determine these factors successfully, you should understand not merely statistical
methodology but relevant nonstatistical knowledge as well. Once the problem is formu-
lated and the key factors of the problem are identified, the next step is to collect the

Statistics and Probability with Applications for Engineers and Scientists using MINITAB, R and JMP,
Second Edition. Bhisham C. Gupta, Irwin Guttman, and Kalanka P. Jayalath.

c 2020 John Wiley & Sons, Inc. Published 2020 by John Wiley & Sons, Inc.
Companion website: www.wiley.com/college/gupta/statistics2e

1
2 1 Introduction

data. There are various methods of data collecting. Four basic methods of statistical data
collecting are as follows:

• A designed experiment
• A survey
• An observational study
• A set of historical data, that is, data collected by an organization or an individual in an
earlier study

1.1 DESIGNED EXPERIMENT

We discuss the concept of a designed experiment with an example, “Development of Screen-
ing Facility for Storm Water Overflows” (taken from Box et al., 1978, and used with
permission). The example illustrates how a sequence of experiments can enable scientists
to gain knowledge of the various important factors affecting the problem and give insight
into the objectives of the investigation. It also indicates how unexpected features of the
problem can become dominant, and how experimental difficulties can occur so that certain
planned experiments cannot be run at all. Most of all, this example shows the importance
of common sense in the conduct of any experimental investigation. The reader may rightly
conclude from this example that the course of a real investigation, like that of true love,
seldom runs smoothly, although the eventual outcome may be satisfactory.

1.1.1 Motivation for the Study

During heavy rainstorms, the total flow coming to a sewage treatment plant may exceed
its capacity, making it necessary to bypass the excess flow around the treatment plant,
as shown in Figure 1.1.1a. Unfortunately, the storm overflow of untreated sewage causes
pollution of the receiving body of water. A possible alternative, sketched in Figure 1.1.1b, is
to screen most of the solids out of the overflow in some way and return them to the plant for
treatment. Only the less objectionable screened overflow is discharged directly to the river.
To determine whether it was economical to construct and operate such a screening
facility, the Federal Water Pollution Control Administration of the Department of the
Interior sponsored a research project at the Sullivan Gulch pump station in Portland,
Oregon. Usually, the flow to the pump station was 20 million gallons per day (mgd), but
during a storm, the flow could exceed 50 mgd.
Figure 1.1.2a shows the original version of the experimental screening unit, which
could handle approximately 1000 gallons per minute (gpm). Figure 1.1.2a is a perspective
view, and Figure 1.1.2b is a simplified schematic diagram. A single unit was about seven ft
high and seven ft in diameter. The flow of raw sewage struck a rotating collar screen at a
velocity of five to 15 ft/s. This speed was a function of the flow rate into the unit and hence
a function of the diameter of the influent pipe. Depending on the speed of the rotation of
this screen and its fineness, up to 90% of the feed penetrated the collar screen. The rest
of the feed dropped to the horizontal screen, which vibrated to remove excess water. The
solids concentrate, which passed through neither screen, was sent to the sewage treatment
plant. Unfortunately, during operation, the screens became clogged with solid matter, not
only sewage but also oil, paint, and fish-packing wastes. Backwash sprays were therefore
installed for both screens to permit cleaning during operation.
1.1 Designed Experiment 3

Storm overflow

River

Treatment
plant
Sewage

(a)

(F1, S1) Screened overflow

Screening Solids River

facility concentrate

(F0, S0)
Treatment
Sewage plant

(b)

Figure 1.1.1 Operation of the sewage treatment plant: (a) standard mode of opera-
tion and (b) modified mode of operation, with screening facility, F = flow; S = settleable
solids.

1.1.2 Investigation
The objective of the investigation was to determine good operating conditions.

1.1.3 Changing Criteria

What are good operating conditions? Initially, it was believed they were those resulting
in the highest possible removal of solids. Referring to Figures 1.1.1b and 1.1.2a, settleable
solids in the influent are denoted by S0 and the settleable solids in the effluent by S1 . The
percent solids removed by the screen is therefore y = 100(S0 − S1 )/S0 . Thus, initially, it
was believed that good operation meant achieving a high value for y. However, it became
evident after the first set of experiments were made, that the percentage of the flow retreated
(flow returned to treatment plant), which we denote by z, also had to be taken into account.
Referring to Figures 1.1.1b and 1.1.2a, influent flow to the screens is denoted by F0 and
effluent flow from the screens to the river by F1 . Thus, z = 100(F0 − F1 )/F0 .
4 1 Introduction

Raw sewage
influent

Rotating
collar screen

Vibrating
horizontal
screen

Unscreened
effluent
Screened
effluent
(a)

Raw
sewage
influent

Rotating
collar
screen

Vibrating
horizontal
screen

Screened bypass
Solids concentrate to stream to effluent
sewage treatment plant (passed through
(passed through one screen)
neither screen)
(b)

Figure 1.1.2 Original version of the screening unit (a) detailed diagram and (b) simpli-
fied diagram.
Random documents with unrelated
content Scribd suggests to you:
The Project Gutenberg eBook of Chitimacha
Notebook: Writings of Emile Stouff—A
Chitimacha Chief
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Chitimacha Notebook: Writings of Emile Stouff—A Chitimacha

Chief

Author: Emile Stouff

Editor: Marcia G. Gaudet

Release date: August 1, 2020 [eBook #62803]

Language: English

Credits: Produced by Stephen Hutcheson and the Online Distributed

Proofreading Team at https://www.pgdp.net

*** START OF THE PROJECT GUTENBERG EBOOK CHITIMACHA

NOTEBOOK: WRITINGS OF EMILE STOUFF—A CHITIMACHA CHIEF
***
 CHITIMACHA NOTEBOOK
Writings of Emile Stouff—A Chitimacha
Chief

Edited by Marcia Gaudet

Lafayette Natural History Museum and Planetarium

Lafayette, Louisiana
1986

i
ii
iii
Emile Stouff, Chief of the Chitimachas

iv
 Chitimacha Chief Benjamin Paul and the Chitimacha children are
pictured with a pirogue near the Chitimacha reservation in
Charenton. The little girl is Jane Bernard Wilson, the boy in the
center is Arthur Darden, and the boy sitting in the pirogue is Gabriel
Darden.

(M.R. Harrington, 1908. Photo courtesy of Museum of the

American Indian, Heye Foundation)

v
 TABLE OF CONTENTS
I. Introduction 3
II. The Chitimacha Story of Creation 5
III. History of the Chitimacha Indians 11
IV. Previous Publications about the Chitimachas 15
 LIST OF PHOTOGRAPHS
I. Chitimacha Chief Benjamin Paul with children and canoe fa
cing page 1
II. Chitimacha family—Regis Darden 2
III. Chitimacha group—1908 4
IV. Three members of a Chitimacha family 10

2
 The Regis Darden Chitimacha family. Pictured from left to right are
Lucy Mora Darden, Delphine Stouff (in back), Adelle Darden, Gaston
Darden, Regis Darden (in back), and Stacy Darden. Adelle Darden,
wife of Regis Darden, was known as “Gum DaDa.” Lucy Mora Darden
was the wife of Gaston Darden. Chitimacha baskets are pictured in
front of the group. Basket weaving is a traditional craft of the
Chitimacha Indians.

(M.R. Harrington, 1908. Photo courtesy of Museum of the

American Indian, Heye Foundation)
3
 INTRODUCTION
Emile Stouff was Chief of the Chitimachas of Charenton, Louisiana,
from 1948 to 1968. After Chief Stouff died in 1978, his widow, Faye
Roger Stouff, discovered two notebooks in which he had recorded
some of the things about the Chitimachas that he had learned from
oral tradition. The two manuscripts were written in Emile Stouff’s
handwriting. Though Chief Stouff had no formal education, Mrs.
Stouff, who is not a Native American, taught him to read and write
after they were married and she came to live with him on the
Chitimacha land.

Mrs. Stouff said that her husband told her he had learned most of
the legends, stories, and myths that he knew from an aunt who
would sit him down and beat him with a cane to make him listen.
She would tell him, “You’ve got to learn this.” Learning the history,
religious beliefs, legends, and traditions of the tribe was apparently a
very important part of the education and development of the
Chitimachas.

There are two separate notebooks with writings by Emile Stouff. One
begins with the story of creation and deals with the beliefs of the
Chitimachas. The other deals more with the history since the white
man came. Previous publications about the Chitimachas have
presented parts of the legend about the cypress tree in Lake
Dauterive and the legend about the little bird of the Chitimachas.
Since Chief Stouff’s version of the history is from the perspective of
the Chitimachas, it differs somewhat from previously published
accounts. This is particularly evident in a comparison of the
Chitimacha account of the murder of St. Cosme with accounts that
rely on French historical sources.
Chief Stouff’s notebooks give an account of the Chitimacha beliefs
and history as they were passed down by oral tradition. He
recognized that this tradition would perhaps not be maintained, and
he attempted to record some of his knowledge of the people and
their culture. As such, his writings are of value and interest to
anyone who would like to know more about the Chitimachas.

In editing the notebooks, I have made as few changes as possible in

order to maintain the style and tone of Chief Stouff’s writing. The
changes from his original manuscript have been mainly to
standardize spelling and punctuation for clarity. For example, Chief
Stouff spelled Chitimacha several different ways (Chetamacha,
Chetimacha, Chitamacha) in his writing, and he usually used no
punctuation at all. Thus, he was writing just as he would have told
these stories orally to the next generation of Chitimachas.

Marcia Gaudet

4
Chitimacha Group with finished Chitimacha baskets. Pictured left to
right are Delphine Darden Stouff, the child—Constance Marie Stouff
(died at age 13), Clara Darden, and Octave Stouff, Sr. They are,
respectively, Emile Stouff’s mother, sister, great-aunt, and father.

(M.R. Harrington, 1908. Photo courtesy of Museum of the

American Indian, Heye Foundation)

MANUSCRIPT OF EMILE STOUFF

Last Chief of the Chitimachas
 THE STORY OF CREATION
In the beginning, the Great Spirit looked at a great mass of water.
So he said, “There should be something solid for animals with
blood.” So he called upon the crawfish to dig down and bring up
some dirt, which they did. As they brought up the dirt, the water
receded. The crawfish is still working at it. The Great Spirit was
pleased. So he took the dirt and made all living things with it. When
he ran out of objects, he said, “This is good, but I must make one to
control these animals. I will make man.” So he chose some good clay
and made a clay man, but it was soft. “I shall bake it in the fire from
the sun,” he said. So he baked it, and when he took it out, it was
pale. So he just blew on it and set it aside. Then, the more he
looked at it, the more he was displeased with it. So he said, “I will
let it live, but I will make another one and leave it longer to darken
it.” He left it twice as long as before and when he took this one out,
it was black. So he set it aside and said, “I shall make another,” and
when he baked this one he cut the time in half, and it came out
exactly as he wanted it. So he made three—one white, one black,
and one red. He named that one pinikan, meaning Red.

Then he saw man needed a helpmate. “I made man out of dirt so I

will take part of man to make his helpmate so they will be as one,
and she will be known as female as she is part of the male.” After
looking the male over, he decided to make her out of bone. So he
took a rib from the rib case, right in front of the chest, leaving a
bone dangling. When man woke up, he saw this female sitting there.
He noticed she was built different and beautiful. When he started to
her, he cried, “Wo Man,” and they committed the first sin (as we
know it). The man said, “You should cover yourself up.” The female
said, “And so should you. I know, I will take the large leaves from
this tree and make each a cover.” She made the covers and tied
them on with a vine known today as the white vine. When they
heard the Great Spirit coming, they were ashamed, and hid from
him. So he called for them to “Come out wherever you are.” Then
the Great Spirit asked them, “Why are you hiding?” Then the male
said, “She looked so enticing that I went into her without your
permission.” The Great Spirit said, “For that you shall go out on the
earth and earn your living by the sweat of your brow. If you do not
work, you do not eat, and you, woman, you shall bear his offspring
in great pain. I did not intend to have but you two, but since it is this
way, you will be fruitful and multiply so your seed may be many, and
now that you are smart, I will give you the earth, but remember you
are made of her dirt and you shall return to her. She is your mother.
She will feed you and clothe you. She will give you the trees to 6
give you nuts and fruits for you to eat and at seasons for birds
to live in, and fur bearing animals. You will also enjoy its shade.
When you are tired, you may rest on the soft grass that will grow.
The tree will have many uses. It will be used to warm you in the
winter, to make rafts to float on the waters, and it will make your
homes for your protection against the cold winter. It will heat you
when it is cold. It will cook your food and its fire will be a blessing as
the flames leave by small parts into the skies. It will also tell you the
direction you must go so you need not ever get lost while you are
traveling. The seed you shall plant, the earth will help them grow so
you will have something to eat. She will separate and make streams
to harbor the fishes you will eat and for you to drink and bathe. So
protect the waters and keep them clean. Your life depends on its
purity just like the air you breathe. You may have my breath in you,
and if you disobey me, I will withdraw my breath and you will be no
more. And through my breath, I will be with you always. When you
are sick, the earth will bear roots and herbs for you to use. I will not
inflict any sickness that will not have herbs to cure. I will speak to
your medicine man through a coma only and only to this man I shall
designate the cures. I will speak to him only through a vision. No
one else shall see me again, and this man shall choose someone of
his kind and reveal this secret to any man worthy of him. To avoid
conflict, there will be only one in each group to speak to me. His
power strength will be as strong as his faith in me. I shall keep the
mother earth in my custody so I may destroy it any time that you
have lost faith in me and disobey my teaching. You will, at any time
I choose for you, return your body to the mother earth, but if you
love me and keep the faith your spirits will go to the Happy Hunting
Ground, where everything will be for your taking, and you will die no
more. But if you do not, your carcass will remain in mother womb
and return to dirt of which you were created.

“The earth will be for your use. Use it in any way you choose. But no
one can claim it as their own. It is not to be bought, sold, or rented,
because the earth is mine. Misuse it, and you shall repent for any
wrong use of the land or its streams. This I command you to live by,
so go out in the world that you have made for yourself and be
fruitful and multiply.”

That is the way the Indians said the Great Spirit gave it to the first
man, and it was in practice when the white man came into this
country. The Great Spirit showed them how to make coverups out of
animal skin, called breachcloths, and they were happy. Now the man
who was to do the treating found a certain herb that would put him
into a coma, so he would build a fire and drink a tea made from this
herb and dance around this fire chanting until this herb took effect.
Then he would pass out. While in this stage, he would communicate
with the Great Spirit which would tell him what to do or what to use
or whatever his desire was. Someone asked the medicine man to
describe the Great Spirit since he claims he saw him. The medicine
man said he would be hard to describe since he has no shape, and
yet he has many shapes. “The way I saw him is like a heavy mist.
He had no eyes, yet he saw everything. He has no ears, yet he hears
everything, even the unspoken word within you. He has no mouth,
yet he speaks. You have heard him speak to you within your head,
something to not do that is wrong, or he will say do do that that is
good. He is watching you always. You cannot hide from his sight no
matter where you are or what you are doing.”
Now the Indians had no Hell, no Devil. They thought that 7
returning to dirt and not going to the Happy Hunting Ground
was the worst thing that could happen to them. It was their code,
not religion. They lived by sort of Moses’ law—an eye for an eye, a
tooth for a tooth. Their chief and councilmen would decide. Now the
white man says that they found them worshipping the moon or
some stars. True, they knew he was up there somewhere, so some
would think he was the man in the moon, and thought he was some
bright star. They did not know. Nonetheless, they knew that there
was a power stronger than them. They could feel him in their mind.
They did not teach fear to their children like they would go to hell.
They taught them bravery, to fear no one. As long as they obeyed
the Great Spirit, they would be content.

A long time ago, no definite date, came among the Chitimacha a

strange, fair complected man who spoke their language, which
amazed the Indians. He was very smart. The Indians said he knew
everything. He taught them to make better crops by using fish
byproducts and even fish by their plants, and it would make them
grow healthy and strong. He helped them to substitute herbs when
one was not available at different seasons. Then came one day, he
told the Indians it was time for him to leave the Chitimacha and go
do his father’s work. He picked out a cypress tree and climbed to the
top. Then he told the Chitimachas, “Whenever you need rain for
your crops, come and wet this tree and it will rain according to your
needs.” And until this day, it works. It has been proven by many,
many people, white and black. All over South Louisiana, people
know about it and believe in it strongly. That is how the Indians
were blessed by the Great Spirit. He gives and he takes. The
Chitimacha did not think it feasible to ask the Great Spirit for
anything. All they taught their children was how to thank him for all
the good things they got from him. If something went wrong along
the way, you just checked the past—you have done something to
displease the Great Spirit. It has always been and still is until today.
So the Indians would punish themselves to try and please the Great
Spirit.
Now the Indian has been ridiculed for talking to the Great Spirit
which is an Indian belief. The white prophets of old spoke to their
gods. Why should it be unreasonable for an Indian to do the same
under the Great Spirit? Guidance as afore stated, the Chitimacha do
not believe Adam and Eve naked in the Garden of Eden ate an
apple; however, the white man says so, so the Indians do not deny
it, since they had to accept the white God, which is the same
Supreme Being with different names. They are both sacred to the
Chitimacha. Since the Indians could not read or write, all this was
handed down mouth to mouth. So many things might be left out and
some could have been added. We do not know for sure, yet some of
your strongest and oldest organizations do not have anything written
and are still going strong.

We do know that the Indians did not preach religion. They live it.
They have a ceremonial for everything, and it was all done with
respect to the Great Spirit. Their dances, their chanting was
somewhat like your unknown tongue of today, and it was always
done around a fire because we believe that fire has life. If you watch
a fire, you will notice part of the flame leaves the fire and goes up to
carry the message to the Great Spirit, thanking him for a good
harvest, good hunt, a good fish catch, and many other things.

The council would meet and decide what punishment should be for a
wrongdoer, such as if one committed murder and they decided he
should die also, the chief would tell him. So having no jail, he 8
would be free until his time came. Time was measured by the
moon. The council would decide how many moons he had left. Then
the criminal would return to meet his execution and if he did not
return, his mother or father or brother or his son would have to pay
for his crime, someone very close to him. Now in the killing of one in
a brawl, the living was not punished by death. He had to see that
the family of the deceased was fed and clothed until all were
capable of taking care of themselves. If he had only enough for one
family, he had to do without, so the dead man’s family would not
suffer hunger. Now if a squaw committed adultery, she was punished
by cutting the tip of her nose. She would be forever marked as an
unfaithful squaw. There is no punishment known today for the man.

Once an Indian had an eye sore the medicine man could not cure.
So he had to go into a coma and seek the aid of the Great Spirit.
After the preparation that the Great Spirit had instructed them to do,
he passed out, so to speak. The Great Spirit told him where to find
the herb that would cure any sore eye. It seems that the chief’s little
girl had died and was buried. The Great Spirit told him to go to the
grave of this little girl, and he will find a small vine growing from her
eye. Use that vine and leaves, and make an eye wash with it. He did
and the eyes were cured (and we were still using it till we were
forbidden by the medical association to use any herb), and many
herbs were found, like moner, and until today only one of the tribe
knows the herbs that were used since the beginning, which will not
be revealed to anyone. The Indians of today do not meet the
standard that the Great Spirit set, nor will they follow the ritual that
goes with it, so it will die out just like the other things the white man
deprived the Indians of, their way of living.

The chief duty was to see that everyone had something to eat
before he would eat. If some did not have any through no fault of
their own, everyone had to share what they had with the one that
had none. These were the unwritten laws that the Chitimacha lived
by. As far as this writer knows that is the way it was related a long
time ago. (I make no excuse for adding some or leaving some of it
out. As time goes on, perhaps some more will come to mind. If so, it
will be added to this brief resume of the one and only Great Spirit as
the Indians knew him before the white man came.)

The Indians knew how to make rain without the rain tree and how to
make the north wind blow to dry up the weather when necessary. I
have seen it work time after time. It is a secret given by the Great
Spirit for their use, but they were warned never to abuse it nor use it
to harm your fellow men. But such rituals cannot and will not be
revealed to the Indians of today. They are too well integrated with
the white man and his ways. It may not work for them, so let it die
out like so many rituals have. Like an old Indian chief once said,
“The campfire is dying out, the hunt is almost over.” But what will
happen to the songs and the folklore? They will soon die out also.
Everything an Indian does is done in a circle because all things are
round. The moon, the stars, the sun, the sky, the world is round. So
he must also do everything in a circle. The sun rises and circles
overhead until it disappears and returns to do the same thing again.
So does the moon. The stars do the same thing. Their homes were
built in circles. Their lives were lived in a circle from birth to death to
birth after death.

The extremely beautiful creation of the Chitimacha Indians is

amazingly similar to the Biblical Genesis. The animal was created
before man. So in this Divine Origin, they have a certain 9
proximity to the Great Spirit himself which serves the same
function as revealed scriptures in other religions. There are
intermediators or links between man and the Great Spirit. The Great
Spirit comes to the Indian vision involving animal forms. One old
Indian, the last we know of, received his spiritual power from visions
of a wolf and when he died in the house where an Indian still lives, a
pack of wolves came and ran around the house several times and
then left never to return as far as we know. We as Indians have lost
the communication with the Great Spirit. Then we still have a very
small bird that lives with the Indians, and it peeps things Indians
understand. It tells when someone is coming, when it is going to
rain, and many other things only an Indian understands. No Indian
was allowed to harm this little bird.

Indians see signs from all the wild animals—have some trait—an
Indian notices them very close, thinking they are the love of the
Great Spirit. Since he created them first, we regard all created
beings as sacred and important for everything.

This is the way it was told to me many years ago. So be it.

 10

Three members of a Chitimacha family. Pictured left to right are

Felicia Mora Darden, Ernest Jack Darden, and Emma Darden
Bernard.

(M.R. Harrington, 1908. Photo courtesy of Museum of the

American Indian, Heye Foundation)
11
 HISTORY OF THE CHITIMACHA INDIANS
I will try to write here what I know of the Chitimacha Indians as I
know it and what I heard from the old people.

The tribe once lived on Grand Lake from Bayou Portage, as that is
where the Sacred tree now stands, to the shell beach here in
Charenton. That is where they were living when one day a large
boat came up from where the sun rises. It stopped out in the lake a
distance from shore. The Indians were amazed at its size and stood
on shore looking when some men came ashore to see about coming
ashore. Since they did not speak the same language, they were
chased back to their ship. (They were Spanish.) Next day they
decided to come ashore by force, but the night before the chief
consulted the medicine man to find out what should he do. The
medicine man took some kind of herbs and burnt them and gathered
the ashes and told the chief if he would spread the ashes on the
shore line, not one would put the foot on land. So it was done by the
chief. They tried, but the warriors held them off as the chief stood
on the shell knolls with the ashes in hand throwing bits in the air.
They Spaniards were so badly defeated, they went off in their ship.
The Chitimacha, thinking they had chased them off for good, forgot
about them and again were enjoying life like it was.

Not too many moons later, the Spaniards came back to the Indians
on Bayou de Chittamach (known now as Bayou Lafourche) and
gathered the Houma Indian which they had defeated and enslaved
to fight the Chitimachas. Somehow they came up Bayou Teche and
attacked from that side. While they were fighting the Houma
Indians, the Spaniards came and landed on the lake side, which is
known now as the Shell Beach and attacked from that side. The
Chitimacha did not have a chance. Thousands were killed and
wounded and nothing to eat. We had to give up.
The enemy told the few remaining Chitimachas, “This is what we will
give you. You may remain here on this bayou and live. No harm will
come to you, but any Indian caught in the woods or lakeshore will
be shot on sight.”

This parcel of land we now hold is the very same place that they
were talking about.

We have no record of what happened to the Houmas that survived

the war. Perhaps the Spaniards took them home or they remained
here and intermixed with us. I do not know.

Hunting along the Bayou Teche was not so very good, so the Indians
had to eat whatever they could find such as acorns, wild fruit, and
some grass was edible until they could grow some vegetables. Then
life became more bearable.

Now that is the way I heard, true or not.

I do know that the Houma Indians were hated by all the old Indians
as late as the twenties. Few Houma Indians came over and were not
received by the old Indians with the exception of two women. I will
cover them later.

After the Spaniards settled, they had their first governor by the
name of Galvez. The year 1763, Galvez signed a treaty with 12
the Chitimachas for living so peaceful. He granted them 1100
acres of land on both sides of Bayou Teche.

There is no record I can find how they built the town of Charenton in
the middle of the grant. The older Indians did not say what
happened from then to the time when Spain sold out to France.

When the Frenchmen came over, they started to take over the land
that was donated to the Chitimachas which they claimed the French
had bought it all from Spain. The treaty was no more good.
Then the French started killing Indians. The Indians tried to fight
back, but were no match for Frenchmen who nearly wiped out the
Indians. They killed them like animals, slaughtered, murdered until a
few that remained gave up. So the French took them and made
slaves out of them, those able to work in the fields. The women
were made servants, the young ones taken by the French as
concubines. They were forced to lay with the men, as young as ten
years old. There were more men than there were Indian women, so
one Indian woman would satisfy the lust of five or six Frenchmen.

Then half breeds were born to the Indian women. Some of us still
have French names.

There were only about fifty Indians escaped to Plaquemine, Weeks

Island, and all about. Some of them came back here and lived pretty
peaceful with the French. They populated well.

By that time the Frenchmen decided that the Indian worship of the
Great Spirit was wrong. They must forget their way of living and live
like the Frenchmen. So they sent a missionary among the Indians to
teach them their invisible God. The Indians, ready to believe
anything to help their plight, believed what this man was saying. His
name was St. Cosmos. He was so pleased with his work, he talked
the Chief into letting him take some Indians to meet the General to
show him how they had accepted the white God. So the Chief
consented to let them go. He took six of the Indian braves and left.
It was not known where the French army was located. Anyhow,
when they got there the soldiers killed all the Indians. The priest
was outdone, so to speak, so he returned to the reservation. When
the Chief asked where were his men, the priest told him they were
all dead, shot by the French army. The chief was so very angry, he
ordered the priest killed and brought back to the French. So be it.
When the French woke up the next morning, there was the dead
priest. That is when all hell broke loose. The French hunted the
Chitimachas down and killed everyone in sight. Some Chitimachas
ran and hid all over the woods. Some went to what is now Weeks