(eBook PDF) Using and Interpreting

Statistics: A Practical Text for the

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3rd Edition
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For Sara, David, and Paul
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 ABOUT THE AUTHOR

ERIC W. CORTY has a bachelor’s degree in psychology from Vassar

College, a doctorate in clinical psychology from Indiana University, and two
postdoctoral fellowships, one in neuropsychopharmacology (University of
Pennsylvania) and one in human sexuality (Case Western Reserve University).
Since 1993, Corty has been a member of the psychology faculty at Penn State
Erie, the Behrend College. There, he teaches principles of measurements,
abnormal psychology, human sexuality, introductory psychology, and, of
course, statistics. The quality of his teaching was recognized in 1997 when
David Corty

he received the Council of Fellows Excellence in Teaching Award and in 2001

when he became a Penn State Teaching Fellow. At present, Corty is the Interim
Director of the School of Humanities & Social Sciences at Penn State Behrend.
Corty’s work has appeared in more than three dozen peer-reviewed publications.
His research on ejaculatory latencies received worldwide attention, including
being made fun of on the Late Show with David Letterman. His statistics textbook
was recognized as Book of the Year by the American Journal of Nursing in 1997.
Corty serves as a member of the editorial board for The Journal of Sex & Marital
Therapy and previously was on the editorial board for The Journal of Consulting
and Clinical Psychology.
Corty was born in Wilmington, Delaware, and still celebrates Delaware Day every
December 7th. He now lives in Beachwood, Ohio. He likes to eat and to cook,
loves to ride his bicycles, and is sad to report that he has not made much progress
on his pool game since the second edition.
 BRIEF CONTENTS

PART I Basic Concepts 1

Chapter 1
Introduction to Statistics 3

Chapter 2
Frequency Distributions 39

Chapter 3
Measures of Central Tendency and Variability 79

Chapter 4
Standard Scores, the Normal Distribution, and Probability 107

Chapter 5
Sampling and Confidence Intervals 145

PART II One- and Two-Sample Difference Tests 177

Chapter 6
Introduction to Hypothesis Testing 179

Chapter 7
The Single-Sample t Test 215

Chapter 8
Independent-Samples t Test 257

Chapter 9
The Paired-Samples t Test 293

PART III Analysis of Variance 327

Chapter 10
Between-Subjects, One-Way Analysis of Variance 329

Chapter 11
One-Way, Repeated-Measures ANOVA 381

Chapter 12
Between-Subjects, Two-Way Analysis of Variance 421

x
 Brief Contents xi n

PART IV Correlation, Regression, and Nonparametric Statistical Tests 477

Chapter 13
The Pearson Correlation Coefficient 479

Chapter 14
Simple and Multiple Linear Regression 539

Chapter 15
Nonparametric Statistical Tests: Chi-Square 567

Chapter 16
Selecting the Right Statistical Test 617

Appendix A Statistical Tables A-1

Appendix B Solutions to Odd-Numbered End-of-Chapter Exercises B-1
Appendix C Solutions to Practice Problems C-1
Appendix D Solutions to Part Tests D-1
Glossary G-1
References R-1
Index I-1
 CONTENTS

Preface xvii

Acknowledgments xxv

PART I Basic Concepts 1

Chapter 1
Introduction to Statistics 3
1.1 The Purpose of Statistics ____________________________________________________3
1.2 Experiments and Variables __________________________________________________6
1.3 Levels of Measurement ____________________________________________________16
1.4 The Language of Statistics __________________________________________________22
1.5 Statistical Notation and Rounding __________________________________________24
DIY 28
Application Demonstration 29
Summary ______________________________________________________________________31
Key Terms _____________________________________________________________________32
Chapter Exercises ______________________________________________________________33

Chapter 2
Frequency Distributions 39
2.1 Frequency Distributions ___________________________________________________39
2.2 Discrete Numbers and Continuous Numbers ________________________________50
2.3 Graphing Frequency Distributions __________________________________________54
2.4 Shapes of Frequency Distributions __________________________________________61
DIY 66
Application Demonstration 66
DIY 69
Summary ______________________________________________________________________69
Key Terms _____________________________________________________________________70
Chapter Exercises ______________________________________________________________71
SPSS __________________________________________________________________________74

Chapter 3
Measures of Central Tendency and Variability 79
3.1 Central Tendency __________________________________________________________79
3.2 Variability_________________________________________________________________89
Application Demonstration 97
DIY 99
Summary ______________________________________________________________________99
Key Terms ____________________________________________________________________100
Chapter Exercises _____________________________________________________________100
SPSS _________________________________________________________________________104
xii
 Contents xiii n

Chapter 4
Standard Scores, the Normal Distribution, and Probability 107
4.1 Standard Scores (z Scores) _________________________________________________107
4.2 The Normal Distribution __________________________________________________113
4.3 Percentile Ranks __________________________________________________________124
4.4 Probability _______________________________________________________________128
Application Demonstration 134
DIY 136
Summary _____________________________________________________________________137
Key Terms ____________________________________________________________________138
Chapter Exercises _____________________________________________________________138
SPSS _________________________________________________________________________142

Chapter 5
Sampling and Confidence Intervals 145
5.1 Sampling and Sampling Error _____________________________________________145
5.2 Sampling Distributions and the Central Limit Theorem ______________________150
5.3 The 95% Confidence Interval for a Population Mean _________________________160
Application Demonstration 166
DIY 168
Summary _____________________________________________________________________168
Key Terms ____________________________________________________________________169
Chapter Exercises _____________________________________________________________169
SPSS _________________________________________________________________________172
PART I Test Your Knowledge 173

PART II One- and Two-Sample Difference Tests 177

Chapter 6
Introduction to Hypothesis Testing 179
6.1 The Logic of Hypothesis Testing ___________________________________________180
6.2 Hypothesis Testing in Action ______________________________________________182
6.3 Type I Error, Type II Error, Beta, and Power__________________________________198
Application Demonstration 206
DIY 207
Summary _____________________________________________________________________208
Key Terms ____________________________________________________________________208
Chapter Exercises _____________________________________________________________209
SPSS _________________________________________________________________________214

Chapter 7
The Single-Sample t Test 215
7.1 Calculating the Single-Sample t Test________________________________________215
7.2 Interpreting the Single-Sample t Test _______________________________________228
Application Demonstration 244
Summary _____________________________________________________________________248
DIY 248
n xiv Contents

Key Terms ____________________________________________________________________249

Chapter Exercises _____________________________________________________________249
SPSS _________________________________________________________________________254

Chapter 8
Independent-Samples t Test 257
8.1 Types of Two-Sample t Tests _______________________________________________257
8.2 Calculating the Independent-Samples t Test ________________________________259
8.3 Interpreting the Independent-Samples t Test _______________________________272
Application Demonstration 280
Summary _____________________________________________________________________283
DIY 283
Key Terms ____________________________________________________________________283
Chapter Exercises _____________________________________________________________284
SPSS _________________________________________________________________________290

Chapter 9
The Paired-Samples t Test 293
9.1 Paired Samples ___________________________________________________________293
9.2 Calculating the Paired-Samples t Test ______________________________________295
9.3 Interpreting the Paired-Samples t Test ______________________________________304
Application Demonstration 311
Summary _____________________________________________________________________315
DIY 316
Key Terms ____________________________________________________________________316
Chapter Exercises _____________________________________________________________316
SPSS _________________________________________________________________________321
PART II Test Your Knowledge 323

PART III Analysis of Variance 327

Chapter 10
Between-Subjects, One-Way Analysis of Variance 329
10.1 Introduction to Analysis of Variance ________________________________________329
10.2 Calculating Between-Subjects, One-Way ANOVA ____________________________336
10.3 Interpreting Between-Subjects, One-Way ANOVA ___________________________355
Application Demonstration 365
Summary _____________________________________________________________________368
DIY 369
Key Terms ____________________________________________________________________369
Chapter Exercises _____________________________________________________________369
SPSS _________________________________________________________________________376

Chapter 11
One-Way, Repeated-Measures ANOVA 381
11.1 Introduction to Repeated-Measures ANOVA ________________________________381
11.2 Calculating One-Way, Repeated-Measures ANOVA __________________________386
11.3 Interpreting One-Way, Repeated-Measures ANOVA __________________________396
 Contents xv n

Application Demonstration 404

DIY 410
Summary _____________________________________________________________________410
Key Terms ____________________________________________________________________410
Chapter Exercises _____________________________________________________________410
SPSS _________________________________________________________________________417
Appendix: Calculating Sums of Squares for One-Way Repeated-Measures ANOVA 419

Chapter 12
Between-Subjects, Two-Way Analysis of Variance 421
12.1 Introduction to Two-Way ANOVA __________________________________________421
12.2 Calculating a Between-Subjects, Two-Way ANOVA __________________________430
12.3 Interpreting a Between-Subjects, Two-Way ANOVA __________________________446
Application Demonstration 458
Summary _____________________________________________________________________461
DIY 462
Key Terms ____________________________________________________________________463
Chapter Exercises _____________________________________________________________463
SPSS _________________________________________________________________________470
Appendix: Calculating Sums of Squares for Between-Subjects, Two-Way ANOVA 473
PART III Test Your Knowledge 475

PART IV Correlation, Regression, and Nonparametric Statistical Tests 477

Chapter 13
The Pearson Correlation Coefficient 479
13.1Introduction to the Pearson Correlation Coefficient _________________________479
13.2Calculating the Pearson Correlation Coefficient _____________________________493
13.3Interpreting the Pearson Correlation Coefficient ____________________________506
13.4Calculating a Partial Correlation ___________________________________________519
Application Demonstration 521
Summary _____________________________________________________________________524
Key Terms ____________________________________________________________________525
DIY 525
Chapter Exercises _____________________________________________________________525
SPSS _________________________________________________________________________534

Chapter 14
Simple and Multiple Linear Regression 539
14.1 Simple Linear Regression _________________________________________________539
14.2 Errors in Regression ______________________________________________________552
14.3 Multiple Regression_______________________________________________________555
Application Demonstration 559
Summary _____________________________________________________________________560
Key Terms ____________________________________________________________________561
DIY 561
Chapter Exercises _____________________________________________________________562
SPSS _________________________________________________________________________565
n xvi Contents

Chapter 15
Nonparametric Statistical Tests: Chi-Square 567
15.1
Introduction to Nonparametric Tests _______________________________________567
15.2
The Chi-Square Goodness-of-Fit Test ______________________________________568
15.3
Calculating the Chi-Square Test of Independence ___________________________581
15.4
Interpreting the Chi-Square Test of Independence___________________________592
15.5
Other Nonparametric Tests ________________________________________________598
Application Demonstration 601
DIY 604
Summary _____________________________________________________________________604
Key Terms ____________________________________________________________________605
Chapter Exercises _____________________________________________________________605
SPSS _________________________________________________________________________612

Chapter 16
Selecting the Right Statistical Test 617
16.1
Review of Statistical Tasks _________________________________________________617
16.2
Descriptive Statistics______________________________________________________619
16.3
Hypothesis Tests I: Difference Tests ________________________________________625
16.4
Hypothesis Tests II: Relationship Tests______________________________________630
Application Demonstration 632
DIY 634
Summary _____________________________________________________________________634
Key Terms ____________________________________________________________________634
Chapter Exercises _____________________________________________________________634
SPSS _________________________________________________________________________639
PART IV Test Your Knowledge 643
Appendix A Statistical Tables A-1
Table 1: z Scores_______________________________________________________________A-1
Table 2: Random Number Table ________________________________________________A-7
Table 3: Critical Values of t _____________________________________________________A-8
Table 4a: Critical Values of F , α = .05 __________________________________________ A-10
Table 4b: Critical Values of F , α = .01 __________________________________________ A-14
Table 5a: Studentized Range (q) Values, α = .05 ________________________________ A-18
Table 5b: Studentized Range (q) Values, α = .01 ________________________________ A-20
Table 6: Critical Values of r ___________________________________________________ A-22
Table 7: Fisher’s r to z Transformation _________________________________________ A-24
Table 8: Fisher’s z to r Transformation _________________________________________ A-25
Table 9: Power for a Given N and a Given Observed or Hypothesized
Correlation Value, α = .05, Two-Tailed _____________________________________ A-26
Table 10: Critical Values of Chi-Square ________________________________________ A-30
Appendix B Solutions to Odd-Numbered End-of-Chapter Exercises B-1
Appendix C Solutions to Practice Problems C-1
Appendix D Solutions to Part Tests D-1
Glossary G-1
References R-1
Index I-1
PREFACE

TO THE STUDENT
If you are like many students, this is not a course you have been looking forward to
taking. And you probably don’t feel like reading a long message about how important
this course is. So, I’ll be brief and say just five things to introduce the book to you:

1. When the semester is over, you’ll find that statistics wasn’t as hard as you feared.
Learning statistics is like learning a foreign language—the concepts build on
each other and require regular practice. The best way to practice is just like the
best way to eat: Take small bites, chew thoroughly, and swallow thoughtfully.
Work through the “Practice Problems” as they pop up. Make sure you can do
them before moving on to new material.

2. The “Review Your Knowledge” exercises at the end of the chapter are just that, a
review of the chapter. Do them when you’ve finished the chapter to make sure
that you’re comfortable with all of the material in the chapter. Then, do them
again before a test as a refresher.

3. The questions in the “Apply Your Knowledge” exercises at the end of the chap-
ter have at least two questions on each topic. Each odd-numbered question is
followed by an even-numbered question that asks the same thing. Answers for
the odd-numbered questions appear in the back of the book. So if you struggle
with an odd-numbered question, you can turn there for help. And then, with that
guidance, you should be able to work through the even-numbered question on
your own.

4. The book is divided into four parts. At the end of each, you’ll find a test that cov-
ers the techniques from all chapters in that part. Working these problems can be
a great way to determine whether you have truly mastered the material.
5. One last thing: In each chapter, you’ll find a boxed feature called “DIY.” I’ve
crafted these projects as a way for you to gain experience gathering data and
conducting experiments. I encourage you to work the projects on your own, even
if your teacher doesn’t assign them.

I hope you enjoy this book half as much as I enjoyed writing it. If you have
any comments about it that you’d like to share with me, please write to me at
[email protected].

xvii
n xviii Contents
Preface

TO THE INSTRUCTOR
Welcome to the third edition of Using and Interpreting Statistics. I wrote this book
because I couldn’t find a text that presented the right amount of material in a
straightforward manner that engaged students. My approach is applied—I want stu-
dents to walk away from a first course in statistics with an ability to do what I call the
“human side” of statistics, the things that computers can’t do. Yes, I teach the math
of statistics—how to calculate t, F, r, χ2, confidence intervals, and a variety of effect
sizes—but my overall focus is on leading students to an understanding of the logic
(and the beauty) of statistics. At the end of the course, I want students to be able to
select the appropriate statistical test for a research question. For the statistical tests,
I want them to be able to write, in simple language, a complete interpretative state-
ment and to explain what the results mean. In line with the recommendations from
the American Statistical Association’s Guidelines for Assessment and Instruction in
Statistics Education: College Report (2010), I aim for a conceptual understanding, not
just procedural knowledge.
There are a number of techniques that I use to achieve these goals. The first tech-
nique is my clear and approachable writing style, which makes it easier for students
to engage with, and actually read, the book. Next, my organization within chapters
breaks complex concepts into component parts, so they can be learned in much the
same manner as a behavior is shaped. To aid learning, chapters are sprinkled with
mnemonic and organizational devices. For example, there are “How to Choose” flow-
charts that help students pick the correct statistical procedure, and each statistical
test has a series of questions that lead students through the main concepts that need
to be covered in an interpretation.

Features of the Book

Stat Sheets Each chapter has a Stat Sheet (collected at the end of the text) that can
be pulled out of the book. These tear sheets contain all the formulas, flowcharts, and
steps that are necessary to complete a statistical test. The Stat Sheets provide essen-
tial guidance when solving problem sets or studying on the go.

Picking the Right Statistical Test Knowing what statistical test to use is an important
statistical skill, yet many introductory textbooks devote little time to it. Not true for me,
as I give it a whole chapter. I thought long and hard about where to place this chapter
content, early or late, and I finally decided late, making this chapter the last in the book.
In this position, “Selecting the Right Statistical Test” serves as a coda that brings together
all the elements of the course, and it presents a unifying view of statistics.

Six Steps of Hypothesis Testing Continuity from chapter to chapter reinforces

understanding and makes procedures second nature. For example, when I introduce
hypothesis testing, I teach a six-step procedure for completing hypothesis tests.

• Step 1: Pick a test.

• Step 2: Check the assumptions.
• Step 3: List the hypotheses.
• Step 4: Set the decision rule.
• Step 5: Calculate the test statistic.
• Step 6: Interpret the results.
 Contents
Preface xix n

For every subsequent test taught, I follow the same six steps. This is a repetitive, cook-
book approach, but it is purposeful: When you are learning to cook, it pays to follow
a recipe. At first the steps are rote, then they become a routine, and finally the steps
become internalized.

Interpreting Results Knowing how to calculate the value of a test statistic is vitally
important in statistics and each chapter teaches students these skills. But, the learn-
ing outcomes for research methods, as spelled out in the APA Guidelines for the
Undergraduate Psychology Major (Version 2.0, 2013), stress evaluating the appropri-
ateness of conclusions derived from psychological research. To this end, the cover-
age of each statistical tests ends with a substantial section on interpreting results.
This format also aligns with the APA’s emphasis on communication and professional
development by exposing students early and often to the presentation of results that
they will see in professional articles and that will be expected when they present their
own research.

For each statistical test, students learn to address a series of questions to gather infor-
mation for interpreting the results. For the independent-samples t test, for example,
there are three questions:

1. Was the null hypothesis rejected, and what does this reveal about the direction
of the difference between the two populations?
2. How big is the size of the effect?
3. How big or small might the effect be in the population?

Integrating confidence intervals and effect sizes into the interpretation of results for
tests, rather than isolating them in a separate chapter, teaches students to use these
techniques. Students learn to write an interpretation that addresses four points:
(a) why was the study done, (b) what were its main results, (c) what do the results
mean, and (d) what are suggestions for future research. This four-point interpreta-
tion is used for every test, making a thorough interpretation a natural part of com-
pleting a statistical test.

Practice, Practice, Practice Learning statistics is like learning a foreign language—

concepts build on each other and are best learned with regular and graduated
practice. Because of this, a statistics book lives or dies by its exercises. This book has
been constructed with that in mind. All the exercises were written by me, so they are
consistent in content and tone with the rest of the text. Importantly, three tiers of
exercises—reviewing knowledge, applying knowledge, and expanding knowledge—
allow professors to assign questions at different levels and give students the opportu-
nity to push themselves to a deeper understanding.

Opportunities for practice are also presented throughout each chapter:

• Worked Examples. There are Worked Examples spaced throughout every

chapter that students can work along with the text. These lead students through
problems step-by-step. The Worked Examples allow students to make sure they
know the correct steps for a statistical test and help to develop their statistical
thinking.
n xx Contents
Preface

• In-Chapter Practice Problems. Each major section of a chapter concludes with

Practice Problems and solutions so that students can practice the material and
assess how well they’ve learned it.

• End-of-Chapter Exercises. The end-of-chapter exercises have three tiers, one

for students to review their knowledge, another with applied questions, and a
third with more challenging problems to stretch understanding. Students have
ample opportunities to practice—the t test chapters, for example, have close to
100 questions each, more than other texts on the market. The applied questions
are written so that they build on each other, moving to the final goal of calculat-
ing and interpreting a statistical test. These applied questions isolate and test
each intermediate step in the process—for example, making sure a student
knows how to compute a standard error of the difference before computing a
t value. Finally, the applied questions are paired, with at least two questions for
each concept. An answer to the first question is given at the back of the book, so
the student can check and correct his or her work.

Part Tests In addition to this in-chapter practice, the third edition has been divided
into four parts, with a brief introduction and capstone Part Test. These tests offer
challenging problems that require students to pick from the various methods and
techniques they’ve learned from the whole text up to that point. By working through
these problems, students will gain a deeper understanding of the material, and will
be better prepared for course exams.

More Tools for Students

In addition to the various opportunities for practice, each chapter features an
expanded set of learning tools that help students by previewing, reviewing, and
rehearsing the chapter’s lessons.

Learning Objectives and Summary The Learning Objectives at the start of the chap-
ter set up the key concepts for the chapter. They show up again at the end of the
chapter to organize the summary, reinforcing the chapter’s framework.

User-Friendly Equations Whenever an equation is introduced, all the symbols in

the formula are defined. This makes it easy for students to plug correct values into
formulas.

DIYs New to this edition, this feature presents the framework for a do-it-yourself
project built around the chapter topic. Appropriate for either group or individual
work, the DIYs allow students to create their own data sets and draw their own
conclusions.

End-of-Chapter Application Demonstrations Each chapter culminates in an

Application Demonstration problem that usually uses real-life data and employs
the techniques learned in the chapter to answer questions about the world in which
we live.

End-of-Chapter Summary The end-of-chapter summaries are brief journeys back

through the main sections of the chapter. Along with the key terms, they provide
students with a quick review of the main concepts.
 Contents
Preface xxi n

Noteworthy Changes in the Third Edition

For those of you who are familiar with the second edition of this text, you’ll notice
some significant changes here. I’ve mentioned a couple of new features above—the
part introductions and tests, and the DIY feature—that will provide additional oppor-
tunity for your students to engage with the material. Based on reviewer suggestions
and my own experience working with this text, I’ve also made several other organiza-
tional and content changes.

• Chapter 2 now includes a section on stem-and-leaf plots, including coverage in

the SPSS guide.

• The discussion of the importance of z scores in Chapter 4 has been expanded.

In addition, the review of probability has moved to this chapter, where it follows
the discussion of the normal curve.

• Chapter 5 includes a more in-depth discussion of sampling and a revised intro-

duction to confidence intervals as a practical application of the central limit
theorem.

• As a consequence of this revised organization, the discussion of confidence

intervals in Chapter 7 has been simplified, allowing the student to focus on
the procedure for the single-sample t test. In addition, the discussion of effect
size now presents r 2 alongside Cohen’s d, making for an easier comparison and
contrast of these two measures.

• In Chapter 8, the formula for pooled variance is now introduced prior to the
presentation of the standard error equation, so students can clearly see how
pooled variance is used to calculate the estimated standard error.

• Chapter 9 now addresses the pitfalls of using r 2, as well as Cohen’s d, with

paired-samples t tests.

• The coverage of sum of squares in Chapter 10 now includes the computational

formula in addition to the definitional formulas.

• The coverage of one-way, repeated-measures ANOVA and between-subjects,

two-way ANOVA in Chapters 11 and 12, respectively, has been augmented with
the inclusion of in-chapter appendixes that present the formulas for calculating
sums of squares for these tests.

• The introduction of one-way, repeated measures ANOVA has been greatly

expanded in Chapter 11 to present the uses of this test.

• The coverage of the Pearson Correlation Coefficient in Chapter 13 now includes

more details about the definitional formula. In addition, a major section has
been added to introduce the student to partial correlation.

• The presentation of the formula for calculating cell expected frequencies in

Chapter 15 has been simplified.

Examples and exercise sets throughout the text have been revised and the end-of-
chapter SPSS guides thoroughly updated.
n xxii Contents
Preface

MEDIA AND SUPPLEMENTS

LaunchPad with LearningCurve Quizzing
A comprehensive Web resource for teaching and learning statistics
LaunchPad combines Worth Publishers’ award-winning media with an innovative
platform for easy navigation. For students, it is the ultimate online study guide, with
rich interactive tutorials, videos, an e-Book, and the LearningCurve adaptive quizzing
system. For instructors, LaunchPad is a full course space where class documents can
be posted, quizzes can be easily assigned and graded, and students’ progress can be as-
sessed and recorded. Whether you are looking for the most effective study tools or a ro-
bust platform for an online course, LaunchPad is a powerful way to enhance your class.
LaunchPad to Accompany Using and Interpreting Statistics, Third Edition, can be
previewed and purchased at launchpadworks.com.
Using and Interpreting Statistics, Third Edition, and LaunchPad can be ordered
together with ISBN-13: 978-1-319-06187-6/ISBN-10: 1-319-06187-7. Individual com-
ponents of LaunchPad may also be available for separate, standalone purchase.
LaunchPad for Using and Interpreting Statistics, Third Edition, includes all the fol-
lowing resources:

• The LearningCurve quizzing system was designed based on the latest findings
from learning and memory research. It combines adaptive question selection,
immediate and valuable feedback, and a game-like interface to engage stu-
dents in a learning experience that is unique. Each LearningCurve quiz is fully
integrated with other resources in LaunchPad through the Personalized Study
Plan, so students will be able to review using Worth’s extensive library of videos
and activities. And state-of-the-art question analysis reports allow instructors to
track the progress of their entire class.

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

own notes, just as they would with a printed textbook. Google-style searching
and in-text glossary definitions make the text ready for the digital age.

• Statistical Video Series consisting of StatClips, StatClips Examples, and Statisti-

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

• StatClips lecture videos, created and presented by Alan Dabney, PhD, Texas
A&M University, are innovative visual tutorials that illustrate key statistical
concepts. In 3 to 5 minutes, each StatClips video combines dynamic
animation, data sets, and interesting scenarios to help students understand
the concepts in an introductory statistics course.

• In StatClips Examples, Alan Dabney walks students through step-by-step

examples related to the StatClips lecture videos to reinforce the concepts
through problem solving.

• Snapshots videos are abbreviated, student-friendly versions of the

Statistically Speaking video series, and they bring the world of statistics
into the classroom. In the same vein as the successful PBS series Against All
Odds Statistics, Statistically Speaking uses new and updated documentary
 Contents
Preface xxiii n

footage and interviews that show real people using data analysis to make
important decisions in their careers and in their daily lives. From business
to medicine, from the environment to understanding the Census, Snap-
shots focus on why statistics is important for students’ careers, and how
statistics can be a powerful tool to understand their world.

• Statistical Applets allow students to master statistical concepts by manipulat-

ing data. They also can be used to solve problems.

• EESEE Case Studies are taken from the Electronic Encyclopedia of Statistical
Exercises and Examples developed by The Ohio State University. EESEE Case
Studies offer students additional applied exercises and examples.

• The Assignment Center lets instructors easily construct and administer tests
and quizzes from the book’s Test Bank and course materials. The Test Bank
includes a subset of questions from the end-of-chapter exercises with algorith-
mically generated values, so each student can be assigned a unique version
of the question. Assignments can be automatically graded, and the results are
recorded in a customizable Gradebook.

Additional Student Supplements

• SPSS®: A User-Friendly Approach by Jeffery Aspelmeier and Thomas Pierce
of Radford University is a comprehensive introduction to SPSS that is easy to
understand and vividly illustrated with cartoon-based scenarios. In the newest
edition of the text for SPSS Version 22, the authors go beyond providing instruc-
tions on the mechanics of conducting data analysis and develop students’
conceptual and applied understanding of quantitative techniques.

• The iClicker Classroom Response System is a versatile polling system devel-

oped by educators for educators that makes class time more efficient and inter-
active. iClicker allows you to ask questions and instantly record your students’
responses, take attendance, and gauge students’ understanding and opinions.
iClicker is available at a 10% discount when packaged with Using and Interpret-
ing Statistics, Third Edition.

Instructor Supplements
One book alone cannot meet the education needs and teaching expectations of
the modern classroom. Therefore, Worth has engaged some skilled teachers and
statisticians to create a comprehensive supplements package that brings statistics to
life for students and provides instructors with the resources necessary to supplement
their successful strategies in the classroom.

• Instructor’s Resources. This guide offers an Instructor’s Resource Manual

containing classroom activities, handouts, additional reading suggestions,
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them not to walk so fast, as Mrs. Crichton was tired.
Before April was at an end nearly all the visitors had left Hivèritz.
Mr. Guildford and his sister began to talk of returning home, and the
Casalis household of moving to the mountains for the summer. And
one morning’s post brought letters which helped to decide the plans
of the three English people. That same afternoon Mr. Guildford
called at the Rue de la Croix blanche. Madame Casalis was out, but
“Mademoiselle,” which had come to be Cicely’s special title in the
family, was in the salon, said old Mathurine. So into the salon the
visitor made his way. Cicely was writing. She looked up with a smile
of welcome when she saw who it was.
“I have come to say good-bye—at least, almost good-bye,” he
exclaimed. “I have letters this morning which have decided us to go
home the end of this week. I shall lose a chance I have been waiting
for a long time if I don’t go. And it is getting too hot here.”
“Yes,” Cicely answered. “The Casalises are going to the farm next
week.”
“And are you going with them?”
“I think so. Indeed, I have decided to do so now. I too had letters
this morning. My sister hopes to be in England some time late in the
autumn. I think I shall stay here till then, and meet the Forresters at
Marseilles. Then I shall be with them for some months; they will not
be quite a year in England.”
Mr. Guildford listened with interest. “I wish we could spend the
summer up in the mountains too,” he said. “I am not as English as
you, Miss Methvyn—at least, I am very sorry to go away.”
“The winter has passed pleasantly,” said Cicely. “I am glad I came
here. I am very glad to be able to look forward a little. I began to fear
something might prevent Amiel’s coming.”
“They will be in town next winter, I suppose?” said Mr. Guildford.
“Yes. My brother-in-law must be in town,” Cicely answered.
“May I come to see you there sometimes?” asked Mr. Guildford
with a little hesitation.
 “Of course,” replied Cicely cordially. “My sister will be very glad to
see you too. You know,” she added, “little Charlie was her child, and
she has no other children.”
“You don’t know what your address will be, of course,” said Mr.
Guildford after a little pause.
“No,” said Cicely. “Amiel only says,” she went on, drawing Lady
Forrester’s letter out of her pocket and reading from it,—“‘We shall
take a furnished house in some good neighbourhood; but at first we
can go to a hotel. Of course you will be with us, and if you can meet
us at Marseilles so much the better.’” She had taken another letter
out without noticing it; now her glance fell upon it. “Oh! by the bye,”
she exclaimed, “you can hear of our whereabouts from Mr. Hayle. He
will be sure to know my address.”
“From Mr. Hayle!” exclaimed Mr. Guildford, eyeing the English
letter on her lap with suspicion.
“Yes,” said Cicely. “He writes to me often. He is settled now, you
know; he has a large parish, and seems quite in his element. I told
you, I think, how very, very good and kind he was when mamma was
so ill.”
She spoke without hesitation, looking Mr. Guildford straight in the
face as she did so. But to her extreme annoyance she felt her face
colour. Something in the expression of the dark eyes observing her
destroyed her composure, and the more she endeavoured to recover
it, the more uncomfortable she grew. “Why does he look at me so
suspiciously?” she said to herself. “But how foolish of me to mind it!”
“Don’t you remember my telling you about our meeting Mr. Hayle
again at Leobury?” she repeated, confusedly.
“Yes. I think I remember some little mention of it,” he replied
coldly. And soon after he got up to say good-bye.
It was virtually their real good-bye; for though Mrs. Crichton ran in
and out half-a-dozen times during the few remaining days of their
stay at Hivèritz, she was never accompanied by her brother. He
called the last evening, but most of the half-hour of his visit he spent
in the pasteur’s study, only looking into the salon for five minutes on
his way out, to bid a hasty farewell to madame, and to thank her for
her kindness and hospitality. And he said no more to Cicely about
seeing her when she returned to England.
So their paths separated again. Edmond Guildford went back to
his work in crowded, busy London—Cicely went up to spend the long
sweet summer days among the beautiful Pyrenees. But both often
wished the winter back again.
CHAPTER X.
 AMIEL TO THE FORE.

“Hero. I will do any modest office, my lord, to help her to a good husband.”
Much Ado About Nothing.

“WHO was that gentleman that bowed to you just now, Cicely? No;
over there, near the door—don’t you see him?”
“I didn’t notice him. I don’t see any one that I ever saw before in
my life, as far as I know,” replied the girl of whom the question was
asked, glancing indifferently round. “Are you not rather tired, Amiel?
Come and sit down for a little; there are some empty chairs.”
“I’m not tired. I think you get tired more quickly than I. But it will be
nice to sit down, I dare say. I am rather tired of the pictures. Let us
look at the people a little instead. That is always amusing,
particularly in a small room like this, where one can keep the same
groups in sight. There, Cicely, look now, there he is again, over in the
corner beside that horrible martyr picture. Quick, or you will lose
sight of him. He is a handsome man, whoever he is. He is turning
our way.”
 Lady Forrester seemed quite excited.
“My dear Amy, what are you talking about?” said Cicely
bewilderedly.
“The man who bowed to you just now, I want to know who he is.
He must be a friend of yours; he keeps giving little glances to see if
it’s any use for him to bow again. Now, Cicely, you must see him.”
Cicely looked up. This time she at once caught sight of the person
her sister had been so perseveringly pointing out to her. A rather tall,
dark man—handsome, Amiel had called him; he was standing but a
few yards away from where they were sitting, apparently engrossed
in the picture before him. But as Cicely watched him, he again
glanced in their direction; in another moment he had returned
Cicely’s bow and had crossed the room towards the sisters.
“Amiel, you must let me introduce Mr. Guildford to you,” said Miss
Methvyn. Lady Forrester bowed and smiled, but from the expression
of her face Cicely saw that she had either not heard the name
correctly, or had failed to associate it with any one of whom she had
any previous knowledge.
“Do you admire that horrible picture you have been looking at so
long?” she said brightly, imagining that she was only addressing
some ordinary acquaintance of her sister’s, and that a little small-talk
was desirable, little dreaming that this meeting, this chance, matter-
of-fact coming across each other in a London picture gallery, was to
the two beside her a crisis in life, an unacknowledged goal, to which,
for ten long months, each had been secretly and with ever-
increasing anxiety looking forward. Mr. Guildford smiled as he replied
—to some extent he understood the position, Cicely’s forte had
never been small-talk, and her sister was evidently in the habit of
taking the lead on such occasions—“No,” he said, “I certainly don’t
admire it. But I don’t think it is ‘horrible;’ it is too unnatural to be
anything worse than annoying. Anatomically speaking, it is an
impossible figure.”
“Oh! you mean the twist in the right arm,” said Lady Forrester.
“Yes, that was pointed out to me. But I never look at pictures critically
as my sister does. I only think if they are pretty or ugly.”
Mr. Guildford smiled again. But it was a smile concealing an
intense anxiety. Why would not Cicely speak? She stood there
beside her sister, calm and quiet as ever, unruffled apparently in the
slightest degree by this sudden meeting, which had set his heart
beating and his pulses throbbing almost beyond his power to
conceal. No, there was not, there never could be, any hope for him,
such as, during these weary months, he had now and then wildly
dreamt of. It was a cruel fate surely which thus tantalised him. He
answered Lady Forrester’s remarks in her own strain, smiled, and
looked interested in the right place, so that Amiel mentally
pronounced him an agree able man, and wondered again who he
was and where her sister had met him. But ever and anon he
glanced at Cicely. She seemed to him to have gained in beauty since
he last saw her; there was a mixture of bright colour in her dress
now, she looked well and untroubled. “I suppose she is quite happy
now that she has got her sister again,” he thought. “Well, I should be
glad of it; she was very friendless.”
But somehow he felt further away from her than he had ever done
before—further away even than on that miserable day when the
news of her engagement to her cousin had revealed to him his own
feelings towards her and had broken down his self-control. He felt
now as if she could never again have need of him, as if their paths
must henceforth utterly diverge. “Evidently these Forresters are rich
and fashionable,” he thought, with an unreasonable impulse of
irritation at poor Amiel’s pretty dress and general air of breeding and
prosperity. “No doubt, Lady Forrester is ambitious and has her own
ideas about her sister’s future. I hate fashionable people;” little
suspecting that as these reflections were crossing his brain, the
subject of his animadversions was saying to herself, “I wonder who
he is. He is very good-looking, and clever I should think. Ever so
much more like other people than some of Cicely’s friends—that
odd-looking little Mr. Hayle, for instance.”
But when, in a few minutes, Lady Forrester’s small-talk gave
signs of coming to an end, Mr. Guildford turned to go. He had
already bowed to the sisters without shaking hands with either, and
was just moving away, when almost as if involuntarily, Miss Methvyn
uttered his name. “Mr. Guildford,” she said, with a half appeal in her
tone which puzzled him, “will you not come to see us as you
promised? I am sure Amy will be pleased if you will.”
She turned to her sister. Lady Forrester looked surprised, but
replied smilingly, without hesitation and with only so very slight a
touch of constraint in her voice that Cicely trusted Mr. Guildford
would not detect its presence—“Certainly, Sir Herbert and I are
always pleased to see any friend of my sister’s. I hope you will come
to see us.”
Mr. Guildford bowed. “You are very kind,” he said, “but,” with a
glance at Cicely, “as Miss Methvyn knows, I am not an idle man; I
have very little time for paying calls.—I am only one of her numerous
acquaintances, I see,” he thought bitterly. “Lady Forrester has never
even heard my name, it appears.” But at that instant he caught sight
of Cicely, a quick flush of shame, of disappointment, or wounded
feeling, which, he could not tell had spread over her face; a
contraction of pain—how well he remembered that look!—had ruffled
the fair forehead; he could almost have imagined that there were
tears in the blue eyes—he was softened in a moment. “I don’t think I
know your address,” he said, turning again to Lady Forrester.
“It is 31, Upper L—— Place,” she replied amiably. “I have one of
my husband’s cards in my pocket-book I think; I can add the address
in pencil if you like.”
“No thank you; I am quite sure I shall not forget it,” and again he
lifted his hat in farewell and left the sisters alone.
“Amy,” exclaimed Cicely, as soon as he was out of hearing, “Amy,
why were you not more cordial in your manner to him about coming
to see us? I am sure he thought you did not want him to come.”
The reproach in her tone surprised Lady Forrester. She looked at
Cicely with bewilderment in her bright brown eyes. “Not cordial,” she
exclaimed, “I thought I was quite as cordial as there was any need to
be. In fact, I did not quite understand what you said about his coming
to see us; he is some friend of Trevor’s, I suppose? You forget I don’t
know all the friends you have made since I was married, and Herbert
is very particular.”
“Herbert will never require to be ‘particular’ about any one I
introduce to you,” said Cicely with momentary haughtiness. “But
Amy,” she went on, more gently, “you cannot have such a short
memory. You haven’t forgotten all I told you about Mr. Guildford;
don’t you remember he was the doctor at Sothernbay, who—”
“The doctor who was with my little darling when he died,”
exclaimed Amiel. “Oh! Cicely, forgive me. Oh! how stupid I am—how
horribly heartless and ungrateful I must have seemed!” the tears
rushed into her eyes. “Oh! I wish I could call him back, Cicely, and
tell him I hadn’t the least idea who he was!”
“But I have so often told you his name, Amy dear,” said Cicely,
compassionating her distress, yet still a little vexed with her. “And
couldn’t you have understood by my manner that there was some
reason for asking him to come to see us? I don’t ask gentlemen to
your house.”
“Except Mr. Hayle,” put in Amiel.
“No, not except Mr. Hayle. Mr. Hayle called and you yourself
asked him to come again, because you knew how much mamma
liked him. But, oh, how silly of us to get cross about it! Forgive me,
Amy, only I wish you had seen that I had a reason for what I did.”
“So do I!” said Lady Forrester penitently. “But you see, dear, I was
no more thinking of the Sothernbay doctor at that moment than of
the man in the moon. You never in the least described him to me,
remember. And this man doesn’t look like a doctor.”
“He is not exactly a doctor now,” said Cicely. “I never thought of
him as only a doctor. He was clever in other directions too.”
“Well, he will call in a few days, at least I hope so,” said Amiel,
getting up her spirits again, and to do her justice, it was not often she
let them go down,—“and then you will see how nice I shall be to him.
Has he a wife, by the bye?” she added quickly.
 “No,” replied Cicely. They were out in the street by this time,
walking briskly homewards. Was it the keen, fresh air—it was a
frosty day—which had given the girl’s cheeks the sudden glow which
her sister observed, as she answered the question? Amiel, like Mrs.
Crichton, though in a general way the most outspoken of human
beings, sometimes had her own thoughts about things. “I wonder if
Mr. Guildford will call,” she said to herself.
But some days passed without his doing so, and Amiel was
beginning to think that either she had been mistaken in imagining her
sister’s manner to have been different from usual on the day of the
unexpected meeting in the picture-room, or that there was some
stronger reason for Mr. Guildford’s staying away than she had then
suspected, when, by one of those curious little social coincidences
on which hang apparently so many of the great events of life, she
met him again at the house of a friend of Sir Herbert’s where they
were dining.
Cicely was not with them. The guests were few in number,
consisting principally of men of position and mark in science or
literature, for the host and hostess were what Lady Forrester
described as “horribly clever people,” and their house was a
favourite resort of many of the sociably inclined lions of the day.
“I used to hate that kind of dinner-party when we were first
married,” she confessed to her sister while dressing for the
entertainment. “I used to be always imagining to myself what a little
fool they must all think me, and how they must wonder what a grave,
middle-aged ‘diplomate’ like dear old Herbert could have seen in me
to make him want to marry me. But I’ve quite got over all that now.
Not that they don’t think me a little fool, I am quite sure they do, but I
am beginning to suspect that very clever people find it rather
refreshing sometimes to come across some one utterly unlike
themselves and who isn’t the least overawed by all their learning. I
am very happy indeed in my profound ignorance—I don’t even
offend by possessing a little knowledge. Only now and then I come
across some one I really can’t get to talk. Do you remember that
terrible Dr. Furnival, the man who could talk twenty living languages,
but was never known to make an observation in his own? He was
hopeless, and he was always taking me in to dinner at one time! I
wonder whom I shall be consigned to to-night.”
“You must tell me all about it to-morrow,” said Cicely. “I am going
to bed early. I am rather tired.”
“I don’t think you are looking well,” said Amiel, anxiously. “And you
so often say you are tired. Cicely dearest,” she added fondly, “is
anything troubling you? Some times lately I have fancied—” she
hesitated.
“What?” asked Cicely, smiling. But her smile seemed to Amiel to
have strangely little brightness in it. “What have you fancied, Amy?”
“I can’t tell you—just that something was troubling you.”
“We have had a great many troubles,” said Cicely evasively.
“Yes, but the look I mean doesn’t come from those. It is an
uncertain, wistful look, as if you were trying to be satisfied about
something and couldn’t. I don’t want you to tell me, dear, if you don’t
like, but if—if I could help you or be any good to you, you would tell
me, wouldn’t you?”
Cicely kissed her. “Yes, I would,” she said. “But don’t trouble
about me, Amy. You have made yourself look quite anxious, and I
was just thinking how bright and pretty you were to-night,” she added
regretfully.
“I shall look ‘bright and pretty’ again in a minute,” said Lady
Forrester insinuatingly, “if—if—Cicely don’t be angry with me—if
you’ll satisfy me about one thing.”
“Tell me what it is then.”
“Whatever is it that is troubling you has nothing to do with Trevor
Fawcett, has it?” asked Amiel boldly. “It is not that you are looking
back to all that, is it?”
Cicely’s face cleared. “No,” she said unhesitatingly, “it has nothing
to do with that.”
“I am glad to hear it,” said Amiel. “You know I never thought him
good enough for you, Cicely. That wife of his is welcome to him as
far as you are concerned, in my opinion, though I must say—”
“Please don’t say it, Amy,” interrupted Cicely. “I don’t like even you
to say bitter things about them. Why should you? You see how
completely I have outgrown it. I can’t bear you to be unforgiving to
Trevor, poor Trevor. I wish he had been our brother, Amy!”
“I will forgive him—utterly,” said Amiel. “I promise you I will,
whenever, or if ever, I see you as happy as I am; and that, he would
never have made you. You would have been so tired of him—as
tired of him as Herbert ought to have been of me long ago!”
And so saying she gathered together her velvet draperies, and
held up her face—she was not quite as tall as her sister—for a
parting kiss. Cicely spent the evening quietly by herself—she had
disappeared for the night before the Forresters’ return. It was not till
the next morning at breakfast that she heard anything about the
dinner-party.
“How did you get on last night?” she asked her sister. “Did Dr.
Furnival take you in to dinner?”
“No, my dear, he did not,” said Amiel importantly. “Would you like
to know who had the honour of doing so?”
“Lord H—himself, perhaps,” said Cicely. “There were not many
people there, were there?”
“No, very few,” replied Lady Forrester. “Only two other ladies, but
they were both far bigger people than I, so I was not the prima
donna, as Mrs. Malaprop or Mrs. Gamp or somebody says. Who do
you think was my fate for the evening?”
“How can I guess?”
Amy’s eyes sparkled. “Can’t you really?” she exclaimed. “Well,
then, I’ll tell you. It was the gentleman we have been staying at home
to see for nearly a week. I told him so,” she added maliciously.
“Mr. Guildford!” exclaimed Cicely.
“Yes, my dear, Mr. Guildford. And I made myself very nice to him.
Didn’t I, Herbert?”
 “It looked like it certainly,” said Sir Herbert, from behind his
newspaper. He was a grave, somewhat matter-of-fact man as a rule,
but Cicely, who sat next him, fancied that she discerned a twinkle of
amusement in his eyes, as he answered Amiel’s appeal.
“Yes,” she repeated, “I made myself very nice to him. He is
coming to call, and he was very sorry—really distressed—at our
having stayed in for him so many days.”
“Amy,” exclaimed Cicely, in a tone of genuine vexation, “you didn’t
really say that?”
“Of course not, you silly child, I am only teasing you,” replied Amy,
at the same time, however, throwing unperceived by her sister a
triumphant glance across the table at her husband. “Seriously,
Cicely, I like him very much, and he is coming to see us some day
soon. I had no idea he was a man of such position and note as he is.
Herbert tells me he is considered one of the most rising men of the
day—among scientific people I mean.”
“Yes,” said Sir Herbert, “he is a very clever and original man. He is
now known to have been the author of a series of papers in the ‘Six-
weekly,’ which made quite a sensation a few months ago. Your
Sothernbay doctor has awakened to find himself famous, Cicely.”
“I did not know it,” she replied simply. “I knew he was clever and
very hard-working, but I did not know he had already reached any
recognised position.”
“The meeting him at the H.’s shows what he is in itself,” said Sir
Herbert. Then he returned to his paper, and no more was said about
Mr. Guildford.
But a good deal was thought about him. Amiel’s head was full of
him, and the discovery which she believed she had made.
“Herbert,” she had said to her husband the instant they were
alone in the carriage on their way home the evening before,
“Herbert, I know now what is the matter with Cicely. I know why she
has grown so silent, and as if she could not feel interested in
anything. She does care for him, and she thinks he doesn’t care for
her.”
 “My dear child, what are you talking about?” exclaimed poor Sir
Herbert. “Cicely does care for whom?”
“For Mr. Guildford. I told you we met him when we went to see
those pictures the other day. I suspected it then; I am sure of it now. I
mean I am sure now that he cares for her too.”
“Surely you are jumping to a conclusion in an extraordinary way,
my dear. What can she know of Mr. Guildford? Where have they
ever met? And the last thing you told me—only last night I believe it
was, you were quite angry because I ventured to express a doubt
about it—was that Cicely was breaking her heart for that cousin of
hers, Fawcett, I mean, the man who behaved so strangely to her,”
said Sir Herbert.
“But that was all a mistake. She has told me it isn’t that,”
exclaimed Amiel eagerly. “And, Herbert, you don’t understand. Mr.
Guildford was the doctor at Sothernbay.”
She went on to explain his identity with the man, of whom during
the first part of their residence in India, there had been frequent
mention in home letters. Sir Herbert began to understand things.
“I never dreamt of his being the same Guildford,” he said. “But
Amy, my dear, you had better take care what you are about.”
“You don’t mind my asking him to come to see us?” she said.
“And supposing what I think should be the case, Herbert, what
then?”
“How do you mean?”
“Would it be a bad marriage for Cicely?”
“A bad marriage? In a worldly sense, you mean, I suppose? No, I
don’t know that it would. Of course had her position remained what it
was, she might have done better. But as things are—no, there would
be nothing to object to. And personally I know he is a very estimable
man. The H.’s think very highly of him.”
Amiel breathed more freely. She was conscious that she had, as
she expressed it, “made herself very nice to Mr. Guildford.” In her
dexterous, woman’s way she had succeeded in eliciting from him far
more particulars of his acquaintance with her sister than she had
before been in possession of, and putting one thing with another, a
favourite occupation of hers, she had arrived at her own conclusions.
And with even more tact, she had managed to infuse into her
companion’s heart, a feeling that hitherto he had never ventured to
encourage. She had given him to understand that, in her opinion, he
might hope.
And then, being on the whole a sensible as well as a quick-witted
and impulsive woman, she had grown a little frightened at what she
had done.
CHAPTER XI.
 FRIEND AND WIFE.

“So grew my own small life complete

As nature obtained her best of me.”
By the Fireside.

“To marry aright is to read the riddle of the world.”

CICELY was but half satisfied by Amiel’s assurance that she “was only
teasing her,” and very much inclined to arrange shopping expeditions
—a bait she had generally found irresistible—for some days to
come, at the hour when their visitor was to be expected. But “for to-
day, I need not ask her to alter her plans,” she said to herself. “He
will certainly not call to-day.” So when Amiel said that she had letters
to write and could not go out, Cicely made no objection, and the
sisters spent the afternoon in the house.
 It was growing dusk when Sir Herbert’s voice was heard coming
upstairs. “I have brought you a visitor, Amy,” he exclaimed, as he
opened the drawing-room door.
“How do you do, Mr. Guildford?” said Lady Forrester, calmly
shaking hands with her guest. Then Cicely found herself calmly
shaking hands with him too, and in another five minutes it seemed to
her quite natural to see him sitting there among them, while Amiel
poured out tea, and the room looked bright and homelike in the
firelight.
He stayed about an hour, and when he left he had promised to
dine with them the next day; and when Cicely woke the next
morning, she fancied the sun was shining more brightly than was
usual through London windows!
The evening passed pleasantly. Cicely liked to listen to Mr.
Guildford and her brother-in-law; she liked to realise the high
estimation in which each evidently held the other; she herself felt
satisfied to sit in silence, without analysing her content.
“I wish Mrs. Crichton were here to sing to us,” she said towards
the end of the evening to Bessie’s brother.
“Yes,” he answered, but somewhat absently. Then he went on
hastily. “Miss Methvyn,” he said, “I want to ask you a favour. Will you
copy out another manuscript for me. It is not a long one.”
“Certainly I will,” she replied cordially. “Send it to me whenever
you like.”
“I have never got any professional copier to do them as well as
you did that one at Hivèritz. And,” he continued, “I cannot manage
them myself.”
He hesitated. Cicely looked up quickly. “Do you mean,” she said,
“that your eyes are not any better?”
He bent his head. “Yes,” he replied, “that is what I meant to tell
you. I wanted you to know.”
A little shiver ran through Cicely; she was sitting by the piano:
they were out of hearing of Sir Herbert and Amiel, engrossed with
cribbage, in the other drawing-room; for an instant she turned her
head away; when she looked up again there were tears in her eyes,
—was it the sight of them that lighted up with a strange new light the
dark ones so earnestly regarding her?
“Do you mean,” she said tremulously, “that you are growing blind?
Is that what you want me to know—did you mean to—to break it by
asking me to copy the manuscript for you?”
He smiled—a smile so brightly happy, so full of sunshine that
Cicely felt bewildered.
“Do you mean,” he whispered, “that if it were so, you would care
so much? Do you—can you care so much for anything that might
happen to me?”
One of Cicely’s hands was lying on the keys. Edmond covered it
with his own. She did not withdraw it—but she did not speak; only,
one of the tears’ dropped quietly on to the hand that held hers. It
seemed to give him courage to say more.
“Cicely,” he said softly, “will you not answer me? Is it possible you
care for me so?”
Cicely looked up. “I care so much—I care for you so much that—
is it horribly selfish of me?—forgive me—I could hardly regret your
being blind, if—if I might be eyes to you. Oh! you know what I mean,”
she went on. “Life would be worth having to me if I could use it in
helping you.”
He looked at her with a whole world of feeling beyond expression
in his eyes. “I can hardly believe it,” he whispered, as if to himself.
“What have I done to deserve it? Cicely, are you sure you are not
mistaken? Is it love, not pity—are you sure?”
“I never really knew what love meant till I learnt to love you,” she
said softly.
He kissed away the tears still trembling on her eyelids, he
whispered the sweet, fond foolish words that will never seem worn-
out or hackneyed while time and youth last in this old world of ours,
though never will they express the hundredth part of a true man’s
love for a noble woman. And then he told her what by this time he
had almost forgotten all about, the worst to be feared for him was
hardly so bad as she had imagined; his sight was by no means
irrevocably doomed, it might be yet spared to him, with care and
attention there was good reason for hoping it would be so. “For now,”
he said, “I shall value it doubly.”
Sir Herbert had fallen asleep by the fire long ago. Amiel had
disappeared; there was nothing to interrupt the many questions
these two were now eager to ask and answer.
“Why were you so cold to me the other day, when we met in the
picture-room?” he said.
“What was I to think?” she answered. “Why had you never come
to see us?”
He tried to evade a reply, but she persisted. Then at last he
confessed to his foolish jealousy of Mr. Hayle. “I had no reason to
think you cared for me in the least, remember,” he said. “All that time
at Hivèritz, your manner was more discouraging than any coldness.
You were so dreadfully friendly and unconstrained.”
“Yet you were happy there?” she said.
“Yes,” he said, “but I was deceiving myself. I thought I was
satisfied with what I believed to be all you could give me—your
friendship. Then my eyes were opened, and since then—oh! what a
dreary mockery everything has seemed all this time!”
“Yes,” she whispered, “I know. I thought it was only I that felt it so.
I thought you had quite forgotten, or outgrown any other feeling—
that you were glad to be able to keep to your theory of not letting
love gain much hold of you, and I tried to think I was satisfied too.”
“Ah, yes! My theories,” he said, with a smile. “I thought I could
keep Love in its place. It never struck me that Love may be a master,
not in the sense of a tyrant, but of a teacher. But I shall be an apt
pupil now. Cicely, I love you with heart and soul, and mind and
conscience approve. It is the best of me that loves you, my darling—I
understand now how such love can be called divine, and I feel that it
must be immortal.”