Starting Out in Statistics An Introduction For Students of Human Health Disease and Psychology 1st Edition Patricia de Winter
Starting Out in Statistics An Introduction For Students of Human Health Disease and Psychology 1st Edition Patricia de Winter
Starting Out in Statistics An Introduction For Students of Human Health Disease and Psychology 1st Edition Patricia de Winter
com
https://ebookname.com/product/starting-out-in-statistics-an-
introduction-for-students-of-human-health-disease-and-
psychology-1st-edition-patricia-de-winter/
OR CLICK BUTTON
DOWNLOAD EBOOK
https://ebookname.com/product/research-methods-in-clinical-
psychology-an-introduction-for-students-and-practitioners-second-
edition-chris-barker/
https://ebookname.com/product/human-molecular-biology-an-
introduction-to-the-molecular-basis-of-health-and-disease-1st-
edition-richard-j-epstein/
https://ebookname.com/product/medical-statistics-from-scratch-an-
introduction-for-health-professionals-2nd-edition-david-bowers/
https://ebookname.com/product/rootkits-and-bootkits-reversing-
modern-malware-and-next-generation-threats-1st-edition-alex-
matrosov/
Ethics without ontology 1st Harvard University Press
pbk. ed Edition Putnam
https://ebookname.com/product/ethics-without-ontology-1st-
harvard-university-press-pbk-ed-edition-putnam/
https://ebookname.com/product/a-mangrove-forest-food-chain-
rebecca-hogue-wojahn/
https://ebookname.com/product/understanding-labor-and-employment-
law-in-china-1st-edition-ronald-c-brown/
https://ebookname.com/product/happy-street-1-class-book-stella-
maidment/
https://ebookname.com/product/practical-design-control-
implementation-for-medical-devices-1st-edition-jose-justiniano/
Schaum s Outline of Financial Management Third Edition
Schaum s Outline Series Shim
https://ebookname.com/product/schaum-s-outline-of-financial-
management-third-edition-schaum-s-outline-series-shim/
Patricia de Winter and Peter Cahusac
STARTING OUT
IN STATISTICS
An Introduction for Students of
Human Health, Disease, and Psychology
Starting Out in Statistics
Starting Out in Statistics
An Introduction for Students of Human Health,
Disease, and Psychology
Patricia de Winter
University College London, UK
Peter M. B. Cahusac
Alfaisal University, Kingdom of Saudi Arabia
This edition first published 2014 C ⃝ 2014 by John Wiley & Sons, Ltd
Registered office: John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex,
PO19 8SQ, UK
For details of our global editorial offices, for customer services and for information about how to
apply for permission to reuse the copyright material in this book please see our website at
www.wiley.com/wiley-blackwell.
The right of the author to be identified as the author of this work has been asserted in accordance
with the UK Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the
prior permission of the publisher.
Designations used by companies to distinguish their products are often claimed as trademarks. All
brand names and product names used in this book are trade names, service marks, trademarks or
registered trademarks of their respective owners. The publisher is not associated with any product or
vendor mentioned in this book.
Limit of Liability/Disclaimer of Warranty: While the publisher and author(s) have used their best
efforts in preparing this book, they make no representations or warranties with respect to the
accuracy or completeness of the contents of this book and specifically disclaim any implied
warranties of merchantability or fitness for a particular purpose. It is sold on the understanding that
the publisher is not engaged in rendering professional services and neither the publisher nor the
author shall be liable for damages arising herefrom. If professional advice or other expert assistance
is required, the services of a competent professional should be sought.
A catalogue record for this book is available from the British Library.
Wiley also publishes its books in a variety of electronic formats. Some content that appears in print
may not be available in electronic books.
1 2014
To Glenn, who taught me Statistics
Patricia de Winter
Humans, along with other biological creatures, are complicated. The more
we discover about our biology: physiology, health, disease, interactions, rela-
tionships, behaviour, the more we realise that we know very little about our-
selves. As Professor Steve Jones, UCL academic, author and geneticist, once
said ‘a six year old knows everything, because he knows everything he needs
to know’. Young children have relatively simple needs and limited awareness
of the complexity of life. As we age we realise that the more we learn, the less
we know, because we learn to appreciate how much is as yet undiscovered.
The sequencing of the human genome at the beginning of this millennium was
famously heralded as ‘Without a doubt the most important, most wondrous
map ever produced by mankind’ by the then US President, Bill Clinton. Now
we are starting to understand that there are whole new levels of complex-
ity that control the events encoded in the four bases that constitute our DNA,
from our behaviour to our susceptibility to disease. Sequencing of the genome
has complicated our view of ourselves, not simplified it.
Statistics is not simply number-crunching; it is a key to help us decipher
the data we collect. In this new age of information and increased comput-
ing power, in which huge data sets are generated, the demand for Statistics is
greater, not diminished. Ronald Aylmer Fisher, one of the founding fathers
of Statistics, defined its uses as threefold: (1) to study populations, (2) to study
variation and (3) to reduce complexity (Fisher, 1948). These aims are as appli-
cable today as they were then, and perhaps the third is even more so.
We intend this book to be mostly read from beginning to end rather than
simply used as a reference for information about a specific statistical test. With
this objective, we will use a conceptual approach to explain statistical tests and
although formulae are introduced in some sections, the meaning of the math-
ematical shorthand is fully explained in plain English. Statistics is a branch
of applied mathematics so it is not possible to gain a reasonable depth of
xiv INTRODUCTION
Reference
Fisher, R.A. (1948) Statistical Methods for Research Workers, 10th Edition. Edinburgh:
Oliver and Boyd.
Basic Maths for
Stats Revision
If your maths is a little rusty, you may find this short revision section help-
ful. Also explained here are mathematical terms with which you may be less
familiar, so it is likely worthwhile perusing this section initially or referring
back to it as required when you are reading the book.
Most of the maths in this book requires little more than addition, subtrac-
tion, multiplication and division. You will occasionally need to square a num-
ber or take a square root, so the first seven rows of Table A are those with
which you need to be most familiar. While you may be used to using ÷ to
represent division, it is more common to use / in science. Furthermore, mul-
tiplication is not usually represented by × to avoid confusion with the letter
x, but rather by an asterisk (or sometimes a half high dot ⋅, but we prefer the
asterisk as it’s easier to see. The only exception to this is when we have occa-
sionally written numbers in scientific notation, where it is widely accepted to
use x as the multiplier symbol. Sometimes the multiplication symbol is implied
rather than printed: ab in a formula means multiply the value of a by the value
of b. Mathematicians love to use symbols as shorthand because writing things
out in words becomes very tedious, although it may be useful for the inexpe-
rienced. We have therefore explained in words what we mean when we have
used an equation. An equation is a set of mathematical terms separated by an
equals sign, meaning that the total number on one side of = must be the same
as that on the other.
Arithmetic
When sequence matters
The sequence of addition or multiplication does not alter a result, 2 + 3 is the
same as 3 + 2 and 2 ∗ 3 is the same as 3 ∗ 2.
The sequence of subtraction or division does alter the result, 5 − 1 = 4 but
1 − 5 = −4, or 4 ∕ 2 = 2 but 2 ∕ 4 = 0.5.
xvi BASIC MATHS FOR STATS REVISION
Table A Basic mathematical or statistical calculations and the commands required to perform
them in Microsoft Excel where a and b represent any number, or cells containing those
numbers. The Excel commands are not case sensitive
Function Symbol Excel command Comments
Addition + =a+b Alternatively use the Σ function
to add up many numbers in one
operation
Subtraction − =a−b
Multiplication ∗ =a∗b
Division / =a∕b
Sum Σ = Σ(a:b) Seea for meaning of (a:b)
Square a2 = aˆ2 Alternatively you may use = a ∗ a
√
Square root = sqrt(a)
Arithmetic mean x̄ = average(a:b) Seea for meaning of (a:b)
Standard deviation s = stdev(a:b)
Standard error of SEM = stdev(a:b)/sqrt(n) Where n = the number of
the mean observations and seea for meaning
of (a:b)
Geometric mean = geomean(a:b) Seea for meaning of (a:b)
Logarithm (base 10) log10 = log10(a)
Natural logarithm ln = ln(a) The natural log uses base e, which
is 2.71828 to 5 decimal places
Logarithm (any loga = log(a,[base]) Base 2 is commonly used in some
base) genomics applications
Arcsine asin = asin(a) Sometimes used to transform
percentage data
Inverse normal = invsnorm(probability) Returns the inverse of the
cumulative standard normal cumulative
distribution distribution. Use to find z-value
for a probability (usually 0.975)
a Placethe cursor within the brackets and drag down or across to include the range of cells whose content
you wish to include in the calculation.
2 + 8 + 10 = 20
2 ∕ 20 = 0.1
8 ∕ 20 = 0.4
10 ∕ 20 = 0.5
BASIC MATHS FOR STATS REVISION xvii
2 ∕ 20 = 0.1
0.1 is the same as 10% i.e. 0.1 ∗ 100 = 10%
2 is 10% of 20
−2 ∗ −2 = 4
−10 ∕ − 5 = 2
3 units
3 units
12 = 1
1.52 = 2.25
22 = 4
2.52 = 6.25
32 = 9
−32 = 9
…
Squaring values between 1 and 2 will give answers greater than 1 and lower
than 4. Squaring values between 2 and 3 will give answers greater than 4 and
lower than 9, etc.
The square sign can also be expressed as ‘raised to the power of 2’.
Taking the square root is the opposite of squaring. The square root of a
number is the value that must be raised to the power of 2 or squared to give
that number, for example, 3 raised to the power of 2 is 9, so 3 is the square
xviii BASIC MATHS FOR STATS REVISION
root of 9. It is like asking, ‘what is the length of the sides of a square that has
an area of 9 square units’? The length of each side (i.e. square root) is 3 units:
√
4=2
√
6.25 = 2.5
√
9=3
Algebra
Rules of algebra
There is a hierarchy for performing calculations within an equation – certain
things must always be done before others. For example, terms within brackets
confer precedence and so should be worked out first:
Simplifying numbers
Scientific notation
Scientific notation can be regarded as a mathematical ‘shorthand’ for writing
numbers and is particularly convenient for very large or very small numbers.
Here are some numbers written in both in full and in scientific notation:
0.01 1 × 10−2
0.1 1 × 10−1
1 1 × 100
10 1 × 101
100 1 × 102
1000 1 × 103
0.021 2.1 × 10−2
25 2.5 × 101
345 3.45 × 102
4568 4.568 × 103
Note that in scientific notation there is only one number before the decimal
place in the multiplication factor that comes before the × 10. Where this factor
is 1, it may be omitted, for example 1 × 106 may be simplified to 106 .
Logarithms
The arithmetic expression 103 = 1000. In words, this is: ‘ten raised to the power
of three equals 1000’. The logarithm (log) of a number is the power to which
ten must be raised to obtain that number. So or log10 1000 = 3 or in words,
the log of 1000 in base 10 is 3. If no base is given as a subscript we assume
that the base is 10, so this expression may be shortened to log 1000 = 3. Here,
the number 1000 is called the antilog and 3 is its log. Here are some more
arithmetic expressions and their log equivalents.
Arithmetic Logarithmic
100 =1 log 1 = 0
101 = 10 log 10 = 1
102 = 100 log 100 = 2
104 = 10,000 log 10,000 = 4
xx BASIC MATHS FOR STATS REVISION
The log of a number greater than 1 and lower than 10 will have a log
between 0 and 1. The log of a number greater than 10 and lower than 100
will have a log between 1 and 2, etc.
Taking the logs of a series of numbers simply changes the scale of measure-
ment. This is like converting measurements in metres to centimetres, the scale
is altered but the relationship between one measurement and another is not.
Numerical accuracy
Accuracy
Of course it’s nice to be absolutely accurate, in both our recorded measure-
ments and in the calculations done on them. However, that ideal is rarely
achieved. If we are measuring human height, for example, we may be accu-
rate to the nearest quarter inch or so. Assuming we have collected the data
sufficiently accurately and without bias, then typically these are analysed by
a computer program such as Excel, SPSS, Minitab or R. Most programs are
extremely accurate, although some can be shown to go awry – typically if the
data have unusually large or small numbers. Excel, for example, does its cal-
culations accurate to 15 significant figures. Nerds have fun showing similar
problems in other database and statistical packages. In general, you won’t
need to worry about computational inaccuracies.
The general rule is that you use as much accuracy as possible during calcula-
tions. Compromising accuracy during the calculations can lead to cumulative
errors which can substantially affect the final answer. Once the final results
are obtained then it is usually necessary to round to nearest number of rel-
evant decimal places. You will be wondering about the specific meanings of
technical terms used above (indicated by italics).
Significant figures means the number of digits excluding the zeros that ‘fill
in’ around the decimal point. For example, 2.31 is accurate to 3 significant
figures, so is 0.000231 and 231000. It is possible that the last number really is
accurate down at the units level, if it had been rounded down from 231000.3,
in which case it would be accurate to 6 significant figures.
Rounding means removing digits before or after the decimal point to
approximate a number. For example, 2.31658 could be rounded to three dec-
imal places to 2.317. Rounding should be done to the nearest adjacent value.
The number 4.651 would round to 4.7, while the number 4.649 would round
BASIC MATHS FOR STATS REVISION xxi
to 4.6. If the number were 1.250, expressed to its fullest accuracy, and we want
to round this to the nearest one decimal place, do we choose 1.2 or 1.3? When
there are many such values that need to be rounded, this could be done ran-
domly or by alternating rounding up then rounding down. With larger num-
bers such as 231, we could round this to the nearest ten to 230, or nearest
hundred to 200, or nearest thousand to 0. In doing calculations you should
retain all available digits in intermediate calculations and round only the
final results.
By now you understand what decimal places means. It is the number of
figures retained after the decimal point. Good. Let’s say we have some mea-
surements in grams, say 3.41, 2.78, 2.20, which are accurate to two decimal
places, then it would be incorrect to write the last number as 2.2 since the 0 on
the end indicates its level of precision. It means that the measurements were
accurate to 0.01 g, which is 10 mg. If we reported the 2.20 as 2.2 we would be
saying that particular measurement was made to an accuracy of only 0.1 g or
100 mg, which would be incorrect.
Summarising results
Now we understand the process of rounding, and that we should do this only
once all our calculations are complete. Suppose that in our computer output
we have the statistic 18.31478642. The burning question is: ‘How many deci-
mal places are relevant’? It depends. It depends on what that number repre-
sents. If it represents a statistical test statistic such as z, F, t or 𝜒 2 (Chapters 5,
6, 8), then two (not more than three) decimal places are necessary, for exam-
ple, 18.31. If this number represents the calculation for the proposed number
of participants (after a power calculation, Chapter 5) then people are whole
numbers, so it should be given as 18. If the number were an arithmetic mean
or other sample statistic then it is usually sufficient to give it to two or three
extra significant figures from that of the raw data. For example, if blood pres-
sure was measured to the nearest 1 mmHg (e.g. 105, 93, 107) then the mean
of the numbers could be given as 101.67 or 101.667. A more statistically con-
sistent method is to give results accurate to a tenth of their standard error.
For example, the following integer scores have a mean of 4.583333333333330
(there is the 15 significant figure accuracy of Excel!):
3 2 2 3 5 7 6 5 8 4 9 1
scores above was 0.732971673905257, which we can round to 0.73 (two signif-
icant figures). One tenth of that is 0.073, which means we could express our
mean between one, or at most two, decimal places. For good measure we’ll go
for slightly greater accuracy and use two decimal places. This means that we
would write our summary mean ( ± standard error) as 4.58 ( ± 0.73). Another
example: if the mean were 934.678 and the standard error 12.29, we would
give our summary as 935 ( ± 12).
Should we need to present very large numbers then they can be given more
succinctly as a number multiplied by powers of 10 (see section on scientific
notation). For example, 650,000,000 could be stated as 6.5 × 108 . Similarly, for
very small numbers, such as 0.0000013 could be stated as 1.3 × 10−6 . The expo-
nent in each case represents the number of places the given number is from
the decimal place, positive for large numbers and negative for small numbers.
Logarithms are an alternative way of representing very large and small num-
bers (see section titled Logarithms).
Percentages rarely need to be given to more than one decimal place. So
43.6729% should be reported as 43.7%, though 44% is usually good enough.
That is unless very small changes in percentages are meaningful, or the per-
centage itself is very small and precise, for example, 0.934% (the concentra-
tion of Argon in the Earth’s atmosphere).
Statistical analysis has dramatically changed over the last 50 years or so.
Here is R. A. Fisher using a mechanical calculator to perform an analysis in
the 1940s.
probably the most extensive statistical procedures of any of the packages (free
and commercial). It also has unrivalled graphical capabilities. Both statisti-
cal and graphical procedures are continuously being updated and extended.
R initially may be difficult to use for the uninitiated, especially since it is
a command line rather than menu-driven package. The extra investment in
time to learn the basics of R will be repaid by providing you with greater
flexibility, insight and skill. There are numerous guides and blogs for begin-
ners, which can be found by a quick search of the internet. The base R
package allows one to do most basic statistical and numerical procedures;
however, many other procedures, especially advanced ones, require addi-
tional special packages to be installed. This inconvenience is a small price
to pay for the greater statistical computing power unleashed. Once a special
package has been installed then it needs to be referenced by the command
library(package.name) each time you start a new session. R and its packages
are continually being upgraded, so it worth checking every now and then for
the latest version. There are integrated development environments, or inter-
faces, which make using R more convenient and streamlined. In particular,
RStudio is recommended. Once R has been installed, RStudio can be down-
loaded (again free), see http://www.rstudio.com.
All the analyses done in this book will have the commands and outputs
using these three packages Minitab, SPSS and R available in Appendix B. In
addition, the raw data will be available in .csv format. This will allow you to
duplicate all of the analyses.
About the Companion
Website
www.wiley.com/go/deWinter/spatialscale
1.1 Aims
William Osler, a Canadian physician once wrote: ‘Variability is the law of life,
and as no two faces are the same, so no two bodies are alike, and no two indi-
viduals react alike and behave alike under the abnormal conditions which we
know as disease’. We could add that neither do individuals behave or react
alike in health either, and we could extend this to tissues and cells and indeed
any living organism. In short, biological material, whether it is a whole organ-
ism or part of one in a cell culture dish, varies. The point of applying statis-
tics to biological data is to try to determine whether this variability is simply
inherent, natural variability, or whether it arises as a consequence of what
is being tested, the experimental conditions. This is the fundamental aim of
using inferential statistics to analyse biological data.
Starting Out in Statistics: An Introduction for Students of Human Health, Disease, and Psychology
First Edition. Patricia de Winter and Peter M. B. Cahusac.
C ⃝ 2014 John Wiley & Sons, Ltd. Published 2014 by John Wiley & Sons, Ltd.
some immobile living structures, you later learn are called trees, and walks
towards you on all fours. It comes up close and sniffs you inquisitively. You
have no idea what this creature is, whether it is a particularly large or small
specimen, juvenile or mature, or any other information about it at all. You
scan it with your Portable Alien information Device (PAiD), which yields no
clues – this creature is unknown to your species. You fervently hope that it
is a large specimen of its kind because although it seems friendly enough and
wags its rear appendage from side to side in an excited manner, you have
seen its teeth and suspect that it could make a tasty meal of you if it decided
you were an enemy. If larger ones were around, you wouldn’t want to be.
You are alone on an alien planet with a strange creature in close proximity
and no information. Fortunately, your species is well versed in Statistics, so
you know that if you gather more information you will be able to make some
assumptions about this creature and assess whether it is a threat to you or not.
You climb out of its reach high up into a convenient nearby tree and wait.
You currently have a sample size of one. You need to observe more of
these creatures. You don’t have long to wait. The life form is soon joined by
another of a similar size which sniffs it excitedly. Well, two is better than one,
but the information you have is still limited. These two could be similarly sized
because they are siblings and both juveniles – the parents could be bigger and
just around the corner. You decide to stay put. Some time passes and the pair
are joined by 30–40 similar creatures making a tremendous noise, all excited
and seemingly in anticipation of something you hope is not you for dinner.
Your sample size has grown substantially from two to a pretty decent num-
ber. They vary only a little in size; no individual is even close to double the
size of another. The creatures are quite small relative to your height and you
don’t think one ten times the size is very likely to turn up to threaten you.
This is reassuring, but you are even happier when a creature you do recog-
nise, a human, turns up and is not mauled to death by the beasts, reinforcing
your initial judgement. This example introduces some basic and very impor-
tant statistical concepts:
In this chapter, we will expand on these concepts and explain some sta-
tistical jargon for different types of variables, for example, quantitative,
qualitative, discrete, continuous, etc., and then progress onto samples and
populations. By the end of the chapter you should be able to identify different
types of variables, understand that we only ever deal with samples when deal-
ing with data obtained from humans and understand the difference between
a statistical and a biological population.
1.3 Variables
Any quantity that can have more than one value is called a variable, for exam-
ple, eye colour, number of offspring, heart rate and emotional response are all
variables. The opposite of this is a constant, a quantity that has a fixed value,
such as maximum acceleration, the speed of light in a vacuum. In the example
above, our alien observes the variable ‘size of unknown four-legged creature’.
While there are some constants in biological material, humans are born with
one heart, for example, most of the stuff we are made of falls into the category
of variable.
Variables can be categorised into different types. Why is this important in
Statistics? Well, later on in this book you will learn that the type of statistical
test we use depends in part on the type of variable that we have measured, so
identifying its type is important. Some tests can be used only with one type of
variable.
First, let us divide variables into two broad categories: those that are
described by a number and those that are not. In the following list, which
of the variables are not described by numbers?
Eye colour
Number of offspring
Heart rate
Fear
You should have had no difficulty in deciding that the variables ‘eye colour’
and ‘fear’ are not described by a number; eye pigmentation is described by
colours and fear can be described by adjectives on a scale of ‘not fearful at
all’ to ‘extremely’. Or even ‘absolutely petrified’, if you are scared of spiders
and the tiniest one ambles innocently across your desk. We call variables that
are not described by a number, qualitative variables. You may also hear them
called categorical variables. It is often stated that qualitative variables cannot
be organised into a meaningful sequence. If we were to make a list of eye
colours it wouldn’t matter if we ordered it ‘blue, brown, green, grey’ or ‘green,
4 CH 1 INTRODUCING VARIABLES, POPULATIONS AND SAMPLES
blue, grey, brown’, as long as all the categories of eye colour are present we
can write the list in any order we wish and it would make sense. However,
for a qualitative variable such as fear, it would be more logical to order the
categories from none to extreme or vice versa.
The two remaining variables on the list above can both be described by a
number: number of offspring can be 1, 2, 3, etc. and heart rate is the number
of beats per minute. These are quantitative or numerical variables. Numerical
variables have a meaningful progressive order in either magnitude (three off-
spring are more than two, 80 beats per minute are greater than 60 beats per
minute) or time (three days of cell culture is longer than one day)
Some examples of qualitative and quantitative variables are reported in
Table 1.1.
type of nominal variable. For example, a quality of life survey question might
ask prostate cancer patients to select which side effects of anti-androgen ther-
apy they find most unpleasant: hot flushes, difficulty passing urine, swelling
or enlargement of the breast, breast tenderness, nausea. As not all patients
experience all side effects, study participants would be permitted to select all
options that apply to them.
Score
Slow movement 1 2 1 3 1
Tremor 4 3 3 4 4
Constipation 3 5 2 2 3
Abdominal distension 5 4 5 5 5
Disturbed sleep pattern 2 1 4 1 2
We find in the Signs of the Times for March 12, 1845, a statement
from Mr. Miller relative to himself and the Bible, taken from The
Investigator, an infidel paper published in Boston.
“On the 23d of April, Mr. Miller, in company with Mr. Himes, visited
Albany, and commenced a course of lectures on the prophecies. Mr.
M. spoke with his usual clearness and ability, was in good spirits, and
was listened to by a large and respectful audience.
“On the 29th, the Conference assembled at 9 a. m., at the ‘House
of Prayer,’ in Grand street. After singing, and a prayer by Mr. Miller, it
was temporarily organized by the choice of Mr. Miller, Chairman, and
Mr. Himes, Secretary, who stated the objects for which the
Conference had been called, namely, ‘to consult together respecting
the condition and wants of brethren in the several sections of the
country; that we may be better enabled to act in concert, and with
more efficiency, in the promulgation of gospel truths.’
“After the names and residences of members were ascertained,
the Conference was fully organized by the choice of Rev. Elon
Galusha, of Lockport, N. Y., President, and S. Bliss and O. R. Fassett,
Secretaries.
“A committee of twelve, consisting of William Miller, Josiah Litch,
N. N. Whiting, J. V. Himes, Sylvester Bliss, L. D. Fleming, Erastus
Parker, H. Caswell, I. R. Gates, I. H. Shipman, Prosper Powell, and
Elon Galusha, were appointed to arrange business for the action of
the Conference. While they were thus engaged, the others were
profitably occupied in listening to statements of the condition of
things in different sections of the country. The committee reported,
in part, on the second day, and in full on the third and last day of
the session as follows:—
“‘REPORT OF THE COMMITTEE TO THE CONFERENCE.
“‘Your committee, appointed for the purpose of taking into
consideration the great principles upon which we can unite
and act in advancing the cause of truth, for the edification of
the body of Christ, the salvation of souls, and the preparation
of man for the near advent of the Saviour, submit the
following report:—
“‘In view of the many conflicting opinions, unscriptural
views, leading to unseemly practices, and the sad divisions
which have been thereby caused by some professing to be
Adventists, we deem it incumbent on us to declare to the
world our belief that the Scriptures teach, among others, the
following
“‘IMPORTANT TRUTHS.
“‘1. That the heavens and earth which are now, by the
word of God, are kept in store, reserved unto fire against the
day of Judgment and perdition of ungodly men. That the day
of the Lord will come as a thief in the night, in the which the
heavens shall pass away with a great noise, and the elements
shall melt with fervent heat; the earth also, and the works
that are therein, shall be burned up. That the Lord will create
new heavens and a new earth, wherein righteousness—that
is, the righteous—will forever dwell.[30] And that the kingdom
and the dominion under the whole heaven shall be given to
the people of the saints of the Most High, whose kingdom is
an everlasting kingdom, and all dominions shall serve and
obey him.[31]
“‘2. That there are but two advents or appearings of the
Saviour to this earth.[32] That both are personal and visible.
[33] That the first took place in the days of Herod,[34] when