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Brief Contents
Preface
About the Authors
Chapter 1 Thinking Like a Researcher
Chapter 2 Build a Solid Foundation for Your Study Based on Past Research
Chapter 3 The Cornerstones of Good Research: Reliability and Validity
Chapter 4 Basics of Research Design: Description, Measurement, and Sampling
Chapter 5 Describing Your Sample
Chapter 6 Beyond Descriptives: Making Inferences Based on Your Sample
Chapter 7 Comparing Your Sample to a Known or Expected Score
Chapter 8 Examining Relationships Among Your Variables: Correlational Design
Chapter 9 Examining Causality
Chapter 10 Independent-Groups Design
Chapter 11 Dependent-Groups Design
Chapter 12 Factorial Designs
Chapter 13 Nonparametric Statistics
Chapter 14 Focusing on the Individual: Case Studies and Single N Designs
Chapter 15 How to Decide? Choosing a Research Design and Selecting the Correct
Analysis
Appendix A Answers to Practice Questions
Appendix B APA Style and Format Guidelines
Appendix C Statistical Tables
Appendix D Statistical Formulas
Glossary
References
Author Index
Subject Index

8
Detailed Contents
Preface
About the Authors
Chapter 1 Thinking Like a Researcher
Learning Outcomes
Critical Thinking
Thinking Critically About Ethics
Ethics Codes
Ethical Principles
Ethical Standards
Practice 1.1: Thinking Critically About Ethics
The Scientific Approach
The Scientific Approach and Decision Making
The Scientific Approach and Knowledge
The Scientific Method: Defined and Refined
Overview of the Research Process (A.K.A. the Scientific Method)
Step 1: Identify Your Topic
Step 2: Find, Read, and Evaluate Past Research
Application 1.1: Step 1: Identify a Research Topic—Focus on Academic
Honesty
Step 3: Further Refine Your Topic and Develop a Hypothesis or
Research Question
Step 4: Choose a Research Design
Practice 1.2: Identifying Different Types of Research Designs
Step 5: Plan and Carry Out Your Study
Step 6: Analyze Your Data
Step 7: Communicate Results
Practice 1.3: Identifying and Avoiding Plagiarism
The Big Picture: Proof and Progress in Science
Application 1.2: The Scientific Method: Plagiarism Study Example
Chapter Resources
Key Terms
Do You Understand the Chapter?
Chapter 2 Build a Solid Foundation for Your Study Based on Past Research
Learning Outcomes
Types of Sources
Primary Versus Secondary Sources
Scholarly Versus Popular Sources
Types of Scholarly Works
Articles in Academic Journals

9
 Other Types of Scholarly Work
Practice 2.1: Article Comparison
Strategies to Identify and Find Past Research
Searching Library Databases by Topic
More Search Strategies
Application 2.1: Database Search for Factors Impacting Academic
Success in the Social Sciences
Find the Full Text of a Source
Reading and Evaluating Primary Research Articles
Format of Unpublished Manuscripts Versus Published Research Articles
Organization of Primary Research Articles
Application 2.2: Title of Article About Academic Success: Closing the
Social Class Achievement Gap for First-Generation Students in
Undergraduate Biology
Application 2.3: Abstract From Harackiewicz et al. (2014)
Application 2.4: Harackiewicz et al.’s (2014) Introduction
Application 2.5: Identify the Research Design of Harackiewicz et al.
(2014)
Shape of a Primary Research Article
Develop Study Ideas Based on Past Research
Ethics Tip: Give Credit to Your Sources and Avoid Plagiarism
Application 2.6: Develop Study Ideas Based on Harackiewicz et al.
(2014)
APA Format for References
Practice 2.2: Write a Reference Using APA Format
The Big Picture: Use the Past to Inform the Present
Chapter Resources
Key Terms
Do You Understand the Chapter?
Chapter 3 The Cornerstones of Good Research: Reliability and Validity
Learning Outcomes
Reliability and Validity Broadly Defined
Reliability and Validity of Measurement
Constructs and Operational Definitions
Deciding How to Measure Your Constructs
Scales of Measurement
Practice 3.1: Identifying Scales of Measurement
Types of Measures
Questionnaires
Observational and Unobtrusive Measures
Physiological Measures
Assessing Reliability of Measures

10
 Assessing Reliability
Using Data Analysis Programs: Measurement Reliability
Entering Data
Computing Scale Scores
Computing Internal Consistency
Assessing Validity of Measures
Assessing Validity
Ethics Tip: Using Appropriate Measures to Get Meaningful Results
Practice 3.2: Examples From the Literature
Reliability and Validity at the Study Level
Study Reliability
Internal Validity
Review of Key Concepts: Independent and Dependent Variables
External Validity
Balancing Internal and External Validity
Practice 3.3: Distinguishing Between External Validity, Internal Validity,
and Reliability at the Study Level
Application 3.1: Balancing Internal and External Validity in Research
The Big Picture: Consistency and Accuracy
Chapter Resources
Key Terms
Do You Understand the Chapter?
Practice Dataset
Chapter 4 Basics of Research Design: Description, Measurement, and Sampling
Learning Outcomes
When Is a Descriptive Study Appropriate?
Understand Prevalence and Trends
Explore a Phenomenon in Depth
Examine a Phenomenon in a Different Population
Review of Key Concepts: Study Validity
Practice 4.1: Which of These Questions Might Be Examined With a
Descriptive Study?
Validity in Descriptive Studies
Review of Key Concepts: Measurement Validity and Study Validity
Measurement Methods
Survey Research
Observational Research
Review of Key Concepts: Scales of Measurement
Archival Research
Ethics Tip: Know When to Get Informed Consent
Practice 4.2: Evaluate Methods for a Descriptive Study on Academic
Honesty

11
 Defining the Population and Obtaining a Sample
Who or What Is the Population of Interest?
How Will You Obtain a Sample From Your Population?
Application 4.1: Examples of Probability Sampling
Application 4.2: Examples of Nonprobability Sampling
The Big Picture: Beyond Description
Chapter Resources
Key Terms
Do You Understand the Chapter?
Chapter 5 Describing Your Sample
Learning Outcomes
Ethical Issues in Describing Your Sample
Ethics Tip: Maintain the Confidentiality of Your Participants
Practical Issues in Describing Your Sample
Descriptive Statistics
Practice 5.1: Numerical Coding
Practice 5.2: Describe How Often Scores Appear in the Sample
Describe How Often a Score Appears in the Sample
Describe the Central Tendency
Practice 5.3: Calculate the Central Tendency
Describe the Variability of Scores in the Sample
Choosing the Appropriate Descriptive Statistics
Practice 5.4: Calculating Variability
Review of Key Concepts: Scales of Measurement
Describing Variables Measured on a Nominal Scale
Describing Variables Measured on an Ordinal Scale
Describing Variables Measured on Interval and Ratio Scales
Using Data Analysis Programs: Descriptive Statistics
Calculating Frequencies With a Data Analysis Program
Calculating Central Tendency and Variability With a Data Analysis
Program
Reporting Results in a Research Report
Practice 5.5: Identifying the Type of Distribution and Choosing the
Appropriate Descriptive Statistics
Comparing Interval/Ratio Scores With z Scores and Percentiles
z Scores
Percentiles
Example z Score and Percentile Calculation
Practice 5.6: Calculating a z Score and Percentile
Using Data Analysis Programs for z Scores and Percentiles
Application 5.1: Example From the Research Literature
The Big Picture: Know Your Data and Your Sample

12
 Chapter Resources
Key Terms
Do You Understand the Chapter?
Practice Dataset and Analyses
Chapter 6 Beyond Descriptives: Making Inferences Based on Your Sample
Learning Outcomes
Inferential Statistics
Inferential Versus Descriptive Statistics
Review of Key Concepts: Population and Sample
Probability Theory
Sampling Distribution Versus Frequency Distribution
Application 6.1: Example of Hypothesis Testing
Hypothesis Testing
Null and Alternative Hypotheses
Rejecting the Null Hypothesis
Practice 6.1: Null and Alternative Hypotheses
Review of Key Concepts: The Normal Distribution
Testing a One- Versus a Two-Tailed Hypothesis
Practice 6.2: One-Tailed and Two-Tailed Hypotheses
Setting the Criterion Level (p)
Errors in Hypothesis Testing
Type I and Type II Errors
Reducing the Chance of a Type I Error
Application 6.2: Applying the Complete Hypothesis-Testing Process in a
Study
Practice 6.3: Understanding the Hypothesis-Testing Process
Reducing the Chance of a Type II Error
Practice 6.4: Interpreting Results
Effect Size, Confidence Intervals, and Practical Significance
Review of Key Concepts: Confidence Intervals
Application 6.3: Determining the Effect Size, Confidence Interval, and
Practical Significance in a Study
Practice 6.5: Interpreting Effect Size, Confidence Intervals, and Practical
Significance
The Big Picture: Making Sense of Results
Chapter Resources
Key Terms
Do You Understand the Chapter?
Practice With Statistics
Chapter 7 Comparing Your Sample to a Known or Expected Score
Learning Outcomes
Choosing the Appropriate Test

13
 Review of Key Concepts: Hypothesis Testing
Answers
One-Sample t Tests
Null Hypothesis (H0)
Alternative Hypothesis (Ha)
Formulas and Calculations: One-Sample t Test
Practice 7.1: Determining Whether a t Test Result Is Significant
Calculating an Effect Size
Calculating a Confidence Interval
Using Data Analysis Programs: One-Sample t Test
Application 7.1: Sample Results and Discussion Sections Following APA
Format
Practice 7.2: Writing Results and Discussion Sections
The Big Picture: Examining One Variable at a Time
Chapter Resources
Key Terms
Do You Understand the Chapter?
Practice With Statistics
Practice With SPSS
Chapter 8 Examining Relationships Among Your Variables: Correlational Design
Learning Outcomes
Correlational Design
Rationale for Correlational Designs
Limitation of Correlational Designs
Designing Powerful Correlational Designs
Ethics Tip: Ethics and Correlational Research
Basic Statistics to Evaluate Correlational Research
Review of Key Concepts: Scales of Measurement
Relationship Between Two Interval or Ratio Variables
Practice 8.1: Types of Relationships
FORMULAS and CALCULATIONS: Pearson’s r
Review of Key Concepts: Hypothesis Testing
Application 8.1: A Study Examining the Relationship Between Texting
and Literacy
Practice 8.2: Evaluating Correlations
Relationship Between a Dichotomous Variable and an Interval/Ratio
Variable
Application 8.2: An Example of the Use of Point-Biserial Correlation
Practice 8.3: Selecting the Appropriate Statistic
Using Data Analysis Programs: Pearson’s r and Point-biserial r
Pearson’s r
Point-Biserial r

14
 Ethics Tip: Interpreting Correlations
Regression
Linear Regression
Formulas and Calculations: Simple Linear Regression
Multiple Regression
Practice 8.4: Practice With Regression Equations
Application 8.3: Example of Multiple Regression
Using Data Analysis Programs: Regression
Application 8.4: Sample Results and Discussion for Pearson’s r and
Regression
The Big Picture: Correlational Designs versus Correlational Analyses
Chapter Resources
Key Terms
Do You Understand the Chapter?
Practice With Statistics
Practice With Statistical Analysis
Chapter 9 Examining Causality
Learning Outcomes
Testing Cause and Effect
Requirements for Causality
Review of Key Concepts: Validity
Practice 9.1: Testing Cause and Effect
Threats to Internal Validity
Why the One-Group Pretest–Posttest Design Does Not Demonstrate
Causality
Group Designs
Practice 9.2: Identifying Threats to Internal Validity
How an Experiment Can Demonstrate Causality
Review of Key Concepts: Components of an Experiment
Practice 9.3: Design an Experiment
Basic Issues in Designing an Experiment
Review of Key Concepts: Power
Recruiting Participants
Random Assignment
Ethics Tip: Ethically Recruit Participants for an Experiment
Controlling Other Extraneous Variables and Confounds
IV Manipulation
Practice 9.4: Distinguishing Between Variables That Can and Cannot Be
Manipulated
DV Measures
Review of Key Concepts: Sensitivity, and Floor and Ceiling Effects
Application 9.1: Research Examining the Effect of Music Videos

15
 Other Threats to Internal Validity
Demand Characteristics
Experimenter Expectancy Effects
Diffusion of Treatment
Balancing Internal and External Validity
The Big Picture: Benefits and Limits of Experimental Design
Application 9.2: Example and Rationale of a Quasi-Experiment on the
Topic of Academic Honesty
Chapter Resources
Key Terms
Do You Understand the Chapter?
Chapter 10 Independent-Groups Designs
Learning Outcomes
Designs With Independent Groups
Correlational Designs
Quasi-Experiments
Experiments
Review of Key Concepts: Three Requirements for an Experiment
Review of Key Concepts: Designing an Experiment
Designing a Simple Experiment
Practice 10.1: Simple Experiment Design Practice
Independent-Samples t Tests
Ethics Tip: Experiments and Ethical Concerns
Formulas and Calculations: Independent-Samples t Test
Review of Key Concepts: Type I and Type II Errors
Practice 10.2: Type I and Type II Errors
Confidence Intervals
Effect Size
Review of Key Concepts: Strength of the Effect
Practical Significance
Using Data Analysis Programs: Independent-Samples t Test
Data Entry
Data Analysis
Practice 10.3: Practice Interpreting a Two-Group Design
Application 10.1: Sample Results and Discussion for a Simple
Experiment Using Independent Groups
Designs With More Than Two Independent Groups
Advantages of the Multiple Independent-Groups Design
One-Way Analysis of Variance
Review of Key Concepts: Within- and Between-Groups Variance
Formulas and Calculations: One-Way Independent-Samples ANOVA
Practice 10.4: Practice Completing and Interpreting a Summary Table

16
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 Using Data Analysis Programs: One-Way Independent-Samples ANOVA
Application 10.2: Sample Write-Up (of Hypothetical Results and
Discussion) Using APA Format
Practice 10.5: Practice With the Analysis and Interpretation of a
Multiple-Groups Study
The Big Picture: Identifying and Analyzing Independent-Groups Designs
Chapter Resources
Key Terms
Do You Understand the Chapter?
Practice With Statistics
Practice With SPSS
Chapter 11 Dependent-Groups Designs
Learning Outcomes
Designs With Dependent Groups
Review of Key Concepts: Types of Independent-Groups Designs
Matched-Pairs Design
Repeated Measures Design
Analysis of Dependent Two-Group Designs
Practice 11.1: Considering Dependent Designs
Review of Key Concepts: Assumptions of the Independent-Samples t
Test
Formulas and Calculations: Dependent-Samples t Test
Confidence Intervals
Effect Size
Practical Significance
Using Data Analysis Programs: Dependent-Samples t Test
Data Entry
Computing the Statistical Analysis
Application 11.1: Sample Results and Discussion for a Hypothetical
Experiment Using Two Dependent Groups
Ethics Tip: Control Groups in Interventions
Practice 11.2: Practice With a Dependent Design
Designs With More Than Two Dependent Groups
Analysis of Dependent Multiple-Groups Designs
Practice 11.3: Practice With Participant Assignment in Dependent
Designs
Review of Key Concepts: ANOVA
Formulas and Calculations: Within-Subjects ANOVA
Effect Size
Computing Post Hoc Tests
Practice 11.4: Practice Interpreting a Summary Table for a Dependent-
Samples ANOVA

17
 Using Data Analysis Programs: Within-Subjects ANOVA
Application 11.2: Sample Results and Discussion for a Hypothetical
Experiment Using a Multiple Dependent-Groups Design
Practice 11.5: Practice Interpreting a Dependent-Samples ANOVA
The Big Picture: Selecting Analyses and Interpreting Results for Dependent-
Groups Designs
Chapter Resources
Key Terms
Do You Understand the Chapter?
Practice With Design and Statistics
Practice With SPSS
Chapter 12 Factorial Designs
Learning Outcomes
Basic Concepts in Factorial Design
Types of Factorial Designs
Factorial Notation
Practice 12.1: Identify Types of Factorial Designs
Main Effects and Interaction Effects
Rationale for Factorial Designs
Investigate Complex Relationships
Systematically Examine Extraneous Variables and Confounds
Review of Key Concepts: Heterogeneity and Control
Application 12.1: Building on Past Research by Designing a Factorial
2 × 2 Designs
Main Effects in a 2 × 2 Design
2 × 2 Tables and Graphs
Interaction Hypotheses
Practice 12.2: Graph a 2 × 2 Interaction
Analyzing Factorial Designs
Ethics Tip: Do Not Fish for Results
Analyzing Independent-Groups Factorial Designs
Review of Key Concepts: Independent-Groups Design
Formulas and Calculations: Two-Way Between-Subjects ANOVA
Calculate the Sum of Squares
Calculate the Degrees of Freedom
Calculate the Mean Squares
Calculate the F Ratios
Effect Size
Practice 12.3: Complete a Two-Way Between-Subjects ANOVA
Summary Table
Post Hoc Analyses
Using Data Analysis Programs: Two-Way Between-Subjects ANOVA

18
 Reporting and Interpreting Results of a Two-Way ANOVA
Results Section
Application 12.2: Sample Results for a Two-Way Between-Subjects
ANOVA
Interpreting Results in the Discussion Section
Beyond Two Ways
Dependent-Groups Factorial Designs
Review of Key Concepts: Dependent-Groups Design
Mixed Designs
The Big Picture: Embracing Complexity
Chapter Resources
Key Terms
Do You Understand the Chapter?
Practice With Datasets and Analyses
Chapter 13 Nonparametric Statistics
Learning Outcomes
Parametric Versus Nonparametric Statistics
Review of Key Concepts: Assumptions of Parametric Statistics
Nonparametric Tests for Nominal Data
Independent-Groups Designs With Nominal Outcome Measures
Formulas and Calculations: Chi-Square Goodness of Fit
Using Data Analysis Programs: Chi-Square Goodness of Fit
Application 13.1: Sample Results and Discussion Sections Following
APA Format
Practice 13.1: Practice With Chi-Square Goodness of Fit
Formulas and Calculations: Chi-Square Test for Independence
Using Data Analysis Programs: Chi-Square Test for Independence
Dependent-Groups Designs With Nominal Outcome Measures
Application 13.2: Sample Write-Up of the Results of the Example Study
Using Chi-Square Test for Independence
Practice 13.2: Practice With Different Types of Chi-Square
Practice 13.3: Identifying Appropriate Statistics for Nominal Data
Nonparametric Statistics for Ordinal (Ranked) Data
Spearman’s Rho
Formulas and Calculations: Spearman’s Rho
Using Data Analysis Programs: Spearman’s Rho
Two-Group Designs
Multiple-Group Designs
Practice 13.4: Identifying Appropriate Statistics for Ordinal Data
The Big Picture: Selecting Parametric Versus Nonparametric Tests
Chapter Resources
Key Terms

19
 Do You Understand the Chapter?
Practice With Statistics
Practice With SPSS
Chapter 14 Focusing on the Individual Case Studies and Single N Designs
Learning Outcomes
Samples Versus Individuals
Review of Key Concepts: Goals of Descriptive, Correlational, and
Experimental Studies
Review of Key Concepts: Type I and Type II Errors
The Case Study
Conducting a Case Study
Application 14.1: Two Examples of Embedded Case Studies From the
Literature on Academic Honesty
Strengths and Limitations of the Case Study
Single N Designs
Conducting a Single N Study
Stability of the Baseline
More Advanced Single N Designs
Ethics Tip: Return to Baseline Only When It Is Ethically Appropriate
Strengths and Limitations of Single N Designs
Practice 14.1: Single N Designs
The Big Picture: Choosing Between a Sample, Case Study, or Single N Design
Chapter Resources
Key Terms
Do You Understand the Chapter?
Chapter 15 How to Decide? Choosing a Research Design and Selecting the Correct
Analysis
Learning Outcomes
First and Throughout: Base Your Study on Past Research
Choosing a Research Design
Descriptive, Correlational, Quasi-Experimental, or Experimental Design?
Additional Decisions for Correlational Designs, Quasi-Experiments, and
Experiments
Practice 15.1: Choosing a Research Design
Selecting Your Statistical Analyses
Practice 15.2: Deciding Between the Independent- and Dependent-
Groups Designs
Practice 15.3: Selecting Appropriate Statistical Analyses
Application 15.1: Two Examples From the Research Literature
The Big Picture: Beyond This Class
Chapter Resources
Do You Understand the Chapter?

20
Appendix A Answers to Practice Questions
Appendix B APA Style and Format Guidelines
Appendix C Statistical Tables
Appendix D Statistical Formulas
Glossary
References
Author Index
Subject Index

21
Companion Site

The SAGE edge companion site for Research Methods, Statistics, and Applications, Second
Edition, is available at edge.sagepub.com/adams2e.

SAGE edge for Students provides a personalized approach to help students accomplish
their coursework goals.

Mobile-friendly eFlashcards strengthen understanding of key terms and concepts

Mobile-friendly self-quizzes allow for independent practice and assessment
Multimedia content includes video and audio links, plus relevant websites for
practice and research
Carefully-selected SAGE journal articles tie important research to chapter concepts
Datasets to accompany material in the book are available for download

SAGE edge for Instructors supports teaching by making it easy to integrate quality
content and create a rich learning environment.

Chapter-specific test banks provide a diverse range of pre-written multiple-choice,

true/false, and short answer/essay questions
Sample syllabi provide suggested course models
A robust Instructor’s Manual contains a wealth of resources for each chapter,
including lesson plans, class activities, and homework assignments
Editable, chapter-specific PowerPoint® slides assist in lecture preparation.
Author-selected SAGE journal articles accompanied by discussion questions tie
important research to chapter concepts
Multimedia content includes video and audio links, plus relevant websites for
practice and research
Datasets to accompany material in the book are available for download
Answers to the end-of-chapter practice exercises help assess student progress
Tables and figures from the book are available to download for use in your course

22
Preface

Together, we have over 45 years of experience teaching an integrated research methods and
statistics course. We have used several different texts over the years, but none had quite the
right approach to match our integrated class. Some were too focused on statistics, others
too focused on methods. None had enough examples, applications, and review, and we
found ourselves supplementing these texts with our own material. We finally decided that
we should write a book that would consistently integrate methods and statistics, and
include multiple examples and practical application. We also sought to use conversational
language to make the material more interesting and to take some of the mystery and anxiety
out of learning research methods and statistics.

This textbook is modeled after the Research Methods and Analysis course that we teach at
Guilford College, which is designed to provide students with firsthand experience of being
a researcher as well as the typical content related to the research process. Each semester,
students in the class are actively involved in two lines of research—one that is chosen by the
instructors and a topic of students’ own choosing. We have found that having multiple
opportunities for increasingly complex application improves learning, and the research in
teaching and learning supports our experience. Although most students approach our
course with trepidation, many end up telling us that the course was their most useful
because the content dually prepares them for critical analysis of research as an employee or
informed citizen as well as for more advanced research training in graduate programs.

We organized this book so that the first few chapters introduce students to basic issues of
design, and we then elaborate on these designs in later chapters, detail the statistics used to
analyze the designs, and raise ethical issues that might arise with different designs. The text
is designed so that professors can cover topics in a different order than presented in the
book. In our own research methods course, we have been able to easily skip over some
topics and present topics in a different order than what is presented in the text. The
chapters are written to support different content or sequencing choices by inserting a
“Review of Key Concepts” segment or referring to an earlier chapter when understanding
new concepts or statistics depends on material that is covered previously in the text.

We believe one of the greatest strengths of this text is the consistent integration of research
methods and statistics so that students can better understand how the research process
requires the combination of these elements. Throughout the text, we remind students of
the decision making required to select appropriate designs, which then help to determine
the most appropriate statistical analysis. These elements of research methods and statistics
are set within the context of multiple examples of both proposed and real studies, which
allow students to better understand the entire process. The last chapter helps pull together
all that the students have learned by providing a summary of the major questions one

23
should answer when designing and carrying out research.

To students: Many features of this text are designed to support your learning. Rather than
simply expecting you to remember what you learned in previous chapters, we provide a
“Review of Key Concepts” at key points throughout the text. We also have a strong focus
on ethics. We introduce you to some of the basic ethical issues in Chapter 1, and then
follow up with “Ethics Tips” in subsequent chapters so that you can understand the need to
think critically about ethics throughout the research process. Moreover, we integrate
questions and practice opportunities at key points within the chapters to help you engage
with and learn the material. And we provide answers to these practice questions in the
appendix so that you can immediately check your level of understanding and skill and
decide whether you need to revisit material. Finally, at the end of each chapter, you will
find resources that allow you to further test how well you understand the material.

We hope you will find this textbook useful, and maybe even a little bit enjoyable. Our goal
is to spark your interest in conducting research and increase your ability to critically analyze
research.

24
New to This Edition
We used the first edition in our own research methods and analysis courses for several years
and with great success. Our students appreciated the conversational tone of the writing, the
practice opportunities, and the applications of key concepts. Other professors who adopted
or reviewed the first edition commented positively about the writing style and organization,
and the integration of current research. Many mentioned that they found the final “putting
it all together” chapter to be a unique and important feature of the text. In writing this
second edition, we aimed to build on and strengthen those aspects that students and
professors found most useful.

The second edition includes new and more diverse examples from the current research
literature. As with the first edition, we refer to research on academic honesty throughout
the textbook and provide an APA-style research paper and published manuscript on this
topic in the appendix. For this edition, we added recent examples from the research
literature in criminal justice, politics, education, and counseling.

Each chapter of the second edition ends with “The Big Picture” to help students take a step
back and consider the larger implications of what was covered in the chapter. In chapters
that refer to statistical analyses, we included flow charts and tables in this section to guide
students’ decisions about choosing the most appropriate analysis. In this way, we pulled
some of what was helpful in the final “putting it all together” chapter and provided it to
students earlier and throughout the book.

The second edition has an updated and more user-friendly companion website. Students
and professors can find videos, web resources, and practice datasets on the companion
website, including three datasets from actual studies the authors conducted with students.
Students will find flash cards and web quizzes to help them solidify their knowledge, and
instructors will find resources including in-class activities, lecture slides, homework
assignments, answers to end of chapter statistics exercises, and test banks. Visit
edge.sagepub.com/adams2e

25
New Student Study Guide and IBM® SPSS® Workbook
The Student Study Guide and IBM® SPSS® Workbook is a new companion text for the second
edition. Students can use the study guide as a self-guided tool to reinforce and apply
concepts from the textbook, it can be used as an in-class or in-lab workbook, or professors
may wish to assign exercises as homework. We pilot tested the study guide in our research
methods and analysis course and students reported the exercises to be invaluable. We found
students were much more prepared for class and asked better questions.

The study guide includes review questions that help students solidify and distinguish key
terms as well as application exercises that encourage students to make meaningful
connections and require critical thinking and active engagement with the material.
Additionally, most chapters of the study guide include a “Your Research” exercise so that
students can apply key terms and concepts to their own research projects.

Step-by-step directions for IBM® SPSS® data analysis and interpretation are included in
relevant chapters. We also provide guidelines and examples for writing up results in APA
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*** START OF THE PROJECT GUTENBERG EBOOK THE AMERICAN

MISSIONARY — VOLUME 34, NO. 02, FEBRUARY, 1880 ***
Vol. XXXIV. No. 2.

THE
AMERICAN MISSIONARY.

“To the Poor the Gospel is Preached.”

FEBRUARY, 1880.
 CONTENTS:

EDITORIAL.

Paragraphs 33
Arrival of Mr. Nurse in Africa—Knowing, Giving,
Praying 34
Tillotson C. & N. Institute, Austin, Texas 35
Who Shall Civilize Africa—Items from the Field 36
General Notes 37
New Appointments 39

THE FREEDMEN.

Georgia Conference Review 44

Educational Report 46
Atlanta Miscellanies 47
Florida—Letter From Rev. Geo. Henry 48
Louisiana—Schools and Churches: Rev. W. S.
Alexander 49
Tennessee—Labor among Convicts: Rev. H. S. Bennett 50
Tennessee—Woman’s Work among Women: Miss
Hattie A. Milton 51
Tennessee—Student-Teachers from Le Moyne 52

THE INDIANS.

Boys for Hampton from Fort Berthold: Rev. C. L. Hall 53

 THE CHINESE.

The Romance of Missions: Rev. W. C. Pond 54

RECEIPTS 56
Constitution 61
Aim, Statistics, Wants 62

NEW YORK.
Published by the American Missionary Association,
Rooms, 56 Reade Street.

Price, 50 Cents a Year, in advance.

Entered at the Post Office at New York, N. Y., as second-class matter
American Missionary Association,
56 READE STREET, N. Y.

PRESIDENT.

Hon. E. S. TOBEY, Boston.

VICE-PRESIDENTS.

Hon. F. D. Parish, Ohio. Rev. J. H. Fairchild, D. D., Ohio.

Hon. E. D. Holton, Wis. Rev. H. A. Stimson, Minn.
Hon. William Claflin, Mass. Rev. J. W. Strong, D. D., Minn.
Andrew Lester, Esq., N. Y. Rev. A. L. Stone, D. D., California.
Rev. Stephen Thurston, D. D., Me. Rev. G. H. Atkinson, D. D., Oregon.
Rev. Samuel Harris, D. D., Ct. Rev. J. E. Rankin, D. D., D. C.
Wm. C. Chapin, Esq., R. I. Rev. A. L. Chapin, D. D., Wis.
Rev. W. T. Eustis, D. D., Mass. S. D. Smith, Esq., Mass.
Hon. A. C. Barstow, R. I. Peter Smith, Esq., Mass.
Rev. Thatcher Thayer, D. D., R. I. Dea. John C. Whitin, Mass.
Rev. Ray Palmer, D. D., N. J. Hon. J. B. Grinnell, Iowa.
Rev. Edward Beecher, D. D., N. Y. Rev. Wm. T. Carr, Ct.
Rev. J. M. Sturtevant, D. D., Ill. Rev. Horace Winslow, Ct.
Rev. W. W. Patton, D. D., D. C. Sir Peter Coats, Scotland.
Hon. Seymour Straight, La. Rev. Henry Allon, D. D., London, Eng.
Horace Hallock, Esq., Mich. Wm. E. Whiting, Esq., N. Y.
Rev. Cyrus W. Wallace, D. D., N. H. J. M. Pinkerton, Esq., Mass.
Rev. Edward Hawes, D. D., Ct. E. A. Graves, Esq., N. J.
Douglas Putnam, Esq., Ohio. Rev. F. A. Noble, D. D., Ill.
Hon. Thaddeus Fairbanks, Vt. Daniel Hand, Esq., Ct.
Samuel D. Porter, Esq., N. Y. A. L. Williston, Esq., Mass.
Rev. M. M. G. Dana, D. D., Minn. Rev. A. F. Beard, D. D., N. Y.
Rev. H. W. Beecher, N. Y. Frederick Billings, Esq., Vt.
Gen. O. O. Howard, Oregon. Joseph Carpenter, Esq., R. I.
Rev. G. F. Magoun, D. D., Iowa. Rev. E. P. Goodwin, D. D., Ill.
Col. C. G. Hammond, Ill. Rev. C. L. Goodell, D. D., Mo.
Edward Spaulding, M. D., N. H. J. W. Scoville, Esq., Ill.
David Ripley, Esq., N. J. E. W. Blatchford, Esq., Ill.
Rev. Wm. M. Barbour, D. D., Ct. C. D. Talcott, Esq., Ct.
 Rev. W. L. Gage, D. D., Ct. Rev. John K. McLean, D. D., Cal.
A. S. Hatch, Esq., N. Y. Rev. Richard Cordley, D. D., Kansas.
CORRESPONDING SECRETARY.
Rev. M. E. STRIEBY, D. D., 56 Reade Street, N. Y.
DISTRICT SECRETARIES.
Rev. C. L. WOODWORTH, Boston.
Rev. G. D. PIKE, New York.
Rev. JAS. POWELL, Chicago.

H. W. HUBBARD, Esq., Treasurer, N. Y.

Rev. M. E. STRIEBY, Recording Secretary.
EXECUTIVE COMMITTEE.

Alonzo S. Ball, C. T. Christensen, Samuel Holmes, Wm. T. Pratt,

A. S. Barnes, Clinton B. Fisk, Charles A. Hull, J. A. Shoudy,
Geo. M. Boynton, Addison P. Foster, Edgar Ketchum, John H. Washburn,
Wm. B. Brown, S. B. Halliday, Chas. L. Mead, G. B. Willcox.
COMMUNICATIONS

relating to the work of the Association may be addressed to the

Corresponding Secretary; those relating to the collecting fields to the
District Secretaries; letters for the Editor of the “American
Missionary,” to Rev. Geo. M. Boynton, at the New York Office.
DONATIONS AND SUBSCRIPTIONS

may be sent to H. W. Hubbard, Treasurer, 56 Reade Street, New York, or when

more convenient, to either of the Branch Offices, 21 Congregational House,
Boston, Mass., or 112 West Washington Street, Chicago, Ill. A payment of thirty
dollars at one time constitutes a Life Member.

THE

AMERICAN MISSIONARY.
Vol. XXXIV. FEBRUARY, 1880.
No. 2.
 American Missionary Association.

A Public Opportunity to Contribute Once a Year.—That is, we think, a

modest claim for the almoners of your bounty to make. Will you
secure it for us in your church this year?

We need very much two communion services—one for the Midway

church, Golding’s Grove, Ga., and the other for the new church at
Cypress Slash. Who will send them to us?

A pastor of an M. E. Church South, in Georgia, asked us by mail, the

other day, for a hundred copies of the American Missionary to put on a
Christmas tree for members of his church, that he might thus
awaken more interest in the missionary cause. We sent them. This is
the first time we were ever asked to send our publications as
“Christmas greens.”

How the angels must smile when they see a man whom God has
greatly prospered carefully take a hundred dollars out of a hundred
thousand that he has laid away, and hear him say to himself, with a
chuckle of self-complacency: “Yes, we are only stewards; we must
deal generously by these good causes; I will give that to the Lord.” A
pauper giving crumbs in charity to the King on whom he depends for
daily bread! But then there are some who do not give even the
crumbs.—Congregationalist.

In this month of February, we publish, according to our custom, the

list of our missionaries and teachers in the field; and we are proud of
it, not for its length or numbers, but for the high and approved
character of those who constitute it; nay, rather, we are thankful to
Him under whom we all labor, that He has given to us and to each
other so worthy a band of co-laborers, so intelligent and so devoted.
We do not forget that these pastors and teachers are far from their
homes, and that each is known personally to but a limited number of
the friends of the Association, and we bespeak for them not only a
general but a personal remembrance. Would it not be well to select
some one whose work you, reader, will follow with especial interest,
to whom you will some time write, assuring of your interest and
prayers, and with whom you may establish and maintain a personal
friendship? Pray for some one at least in this list by name, and you
will be less likely to forget to pray for all the rest.

“Do good in thy good pleasure unto Zion; build thou the walls of
Jerusalem.”—So, in that hour of unearthly experience as recorded in
the fifty-first Psalm, does David’s heart leap from the state of
penitence and of forgiveness to take in the welfare of Zion. So,
evermore, does the truest devotion inspire the missionary spirit. The
first burden of our Lord’s Prayer is for a heavenly Kingdom on earth.
His last prayer with and for His disciples, that they might be kept,
and sanctified and glorified, was, “that the world may believe that
thou hast sent me.” It is the instinct of a soul in communion with
God, that in every prayer it should utter at least one petition for the
coming of his Kingdom. So often do our lyric hymns, which are but a
transcript of Christian experience, glance off from almost any line of
thought and of feeling, to utter the great aspiration for the crowning
of Christ in His spiritual realm. The nearer we come to God, the
more do we long to have Him enthroned in all hearts.

ARRIVAL OF MR. NURSE IN AFRICA.

Mr. Miller writes: “I am very glad to be able to announce to you the
arrival of Bro. Nurse from America to join our work in Western
Africa. His voyage was rather longer than had been expected, and
he doubtless grew impatient as the ship neared this place, and stood
several days under the silent influence of a calm.
“Yesterday was Thanksgiving-day with you at home—not less so
with him and his mother, from whom he had been separated for
many years, as they met in warm embrace. How freely the tears
rolled down the cheeks of that overjoyed mother, as she looked
upon her son returned to her and the ‘dark continent,’ a missionary
of the Gospel to assist in lifting up degraded, perishing mankind.
Bro. Nurse is a little worn-out from his long voyage, but will soon get
well rested, and we shall leave for Sherbro.”

KNOWING, GIVING, PRAYING.

These are the three strands of the rope by which the car of missions
is drawn. This is the trinity of Christian work. The three are one, and
each one is only itself fully as it is with the three.
One can have little interest in knowing of a work for which he
neither gives nor prays. His knowledge will be indefinite and easily
forgotten. It has no grip in it such as comes from a personal
connection. In the nation’s war, men and women thought of it, read
of it, were eager to know the latest tidings, because their sons and
their wealth had been given to the cause which they believed was
God’s, and their prayers were daily following as they traced the
progress of the day.
No one will give generously or sufficiently when he has not taken
pains to know. You cannot get up much enthusiasm over a mere list
of stations or catalogue of workers. Dr. Albert Bushnell says that half
the Presbyterian churches in the United States give nothing to the
cause of foreign missions, and that many who do not give do not
pray. We should be willing to go further than that and say that none
who do not give can pray effectually. They may repeat prayers
possibly in public for missions, because that is the proper thing to
do, but such are but “vain repetitions” against which we are warned.
We all agree that missions need the prayers of Christians; that such
prayer is the duty of all who bear the name of Christ. Then it is
equally a duty for all such to fulfil the conditions by which they may
be able to pray aright. It is a duty to know about the progress of the
Redeemer’s cause. If He bids us say, “Thy kingdom come,” He will
not be content with us if we sit with closed eyes, indifferent to the
signs of its coming. But how many Christian people take pains to
keep themselves informed of the affairs of the nations of the earth,
their wars, their acts, their commerce, and skip the paragraphs
which tell of the contests and conquests of Christ’s kingdom! How
many who know of the strifes and supremacies of parties in Maine
and Mississippi, know nothing at all of the religious state or progress
of our land! Is it likely that such will give much, or pray earnestly?
Nor will they pray aright unless they give. That makes it their work.
That establishes their interest in it. That, if it be real giving—not
mere throwing away to avoid the trouble or the embarrassment of
saying No—based on intelligent appreciation of the need, enlarges
and emphasizes and doubly underscores the prayer which, then,
with the alms ascending, will surely find their way to God together.
Friends, we want your prayers for us, for our workers and for our
work. But we want prayers that are weighted by your gifts—they will
rise the better for it; and that are illuminated with your intelligence—
they will be read the better for it, even by the Father who “dwelleth
in light.”

TILLOTSON COLLEGIATE AND NORMAL

INSTITUTE, AUSTIN, TEXAS.
This school was founded on the same comprehensive scale as the
other chartered institutions of the American Missionary Association.
In 1876, a beautiful site of eight acres, overlooking the valley of the
Colorado River and the mountains beyond, was secured in the city of
Austin, the capital of Texas, and subsequently paid for by the
originator of the enterprise, Rev. Geo. J. Tillotson. Efforts were
commenced at once to raise the funds for the first building, which is
to serve all the purposes of a boarding school until the growth and
ability of the institution shall necessitate and provide others. Dea.
David Allen, of Connecticut, headed the subscription with $1,000,
and to this amount has since added $250. David Banks, of Stanwich,
Conn., a gentleman over 80 years of age, raised $1,200 more,
subscribing one-third of it himself. The remainder of the amount we
now have on hand was collected for the most part by Mr. Tillotson,
who has kindly added the gift of his services to the enterprise
founded by his liberality. The principal benefactors of the institution
are all over seventy years of age.
Work on the new building was commenced last summer, and is still
going on. It is being constructed of brick, with some trimmings, and
will have accommodations for seventy boarding students. The funds
at our disposal for the object are barely sufficient to inclose the
building. We need $7,000 additional in order to finish and furnish it
for occupation by the 1st of October. The money already given,
amounting to about $11,000, exclusive of the $5,000 paid for the
site, was subscribed largely in sums of $400 each by persons who
are to have the privilege of naming the students’ rooms, of which
there will be thirty-five. A grand example has been given. Are there
not others ready to follow?
The burden of debt, and the struggle required to maintain the
institutions already under way, has deterred this Association, during
the past three years, from pressing the claims of this, our only
school in Texas; but we believe the time has now come when we
should earnestly solicit the gifts needful for its speedy completion.
Already we have received the written indorsement of seventy-six of
the leading citizens of Austin, saying, “We believe that such a school
is very much needed, and that the enterprise will be hailed by very
many of our best citizens as of great importance to the welfare of
the State.” Texas has a territory larger than France, and constitutes
no mean part of “the whole world” where we are commanded to go
and teach. Will our friends aid us to go up at once and possess the
land?

WHO SHALL CIVILIZE AFRICA?

We copy from the Tribune the following opinion of Col. C. Chaillé
Long, the African explorer, who preceded Stanley by a year in
visiting Mtesa:
If the heart of Africa is ever reached by civilizing influences, Colonel
Long thinks the work must be done by intelligent colored people
from the United States. They, if anybody, could keep
communications open, introduce trade, and gradually train the
natives in habits of systematic industry. Last spring, when public
attention was attracted to the exodus of negroes from the Southern
States, Colonel Long wrote a letter to the King of Belgium, who is
President of the principal European society for exploring and
civilizing Africa. In that letter he proposed that the King should
stimulate, through the medium of his society, a movement to take a
large body of the discontented blacks from our Southern States and
settle them in Central Africa, opening with them a line of trading and
missionary posts from the West Coast to the lake country.
Colonel Long believed that thousands of the most industrious and
best educated colored men in the Gulf States could be induced to
go. Their presence in Africa would, he wrote, create no surprise or
hostility among the natives, and they would soon acquire influence
over the native tribes and start the work of civilization. In this way
the experiment of opening the dark continent would be tried under
the only conditions that afford the least promise of success. King
Leopold wrote in reply that the project deeply interested him, and
that he should give it his careful investigation, but nothing further
has been heard from him. Colonel Long says it would cost a great
deal of money to carry out the scheme, but the African exploring
societies in Europe could raise it if they tried. He is not enthusiastic
about the success of his plan, but is confident that it is the only one
not foredoomed to failure. Equatorial Africa, he insists, will never be
civilized by white men.

ITEMS FROM THE FIELD.

Macon, Ga.—Pastor S. E. Lathrop is getting under way his Circulating
Library for the colored people. He sends out a circular, printed on his
own “Gospel Press,” that was given him as a home missionary in
Wisconsin, appealing for the gift of new or second-hand books for
this purpose. Gov. Colquitt and Senators Gordon and Hill have
furnished some. Pres. A. L. Chapin, of Beloit, Wis., is putting up a
trunk full. Sup’t Roy sent in a “carpet-bag” full. Who’ll follow up?
Macon, Ga.—A graduate from the Lewis High School writes: “I have
worked faithfully for three months. I was assigned to a place where
there was no school-house or church. The people had their meeting
under an arbor. I worked with the patrons of the place until they
built me a school-house. Since that they have erected a church at
the expense of $350. It is 35 by 45 feet. We are holding protracted
meetings. Three persons have been received in full connection, and
many more are hovering around the altar. Our Sunday-school is
prospering. Many are coming in. The old folks are more interested in
this great work than the young. We are hammering down upon
them. My school numbers thirty-nine scholars. I have received
several petitions from the colored people, asking me to come again
and teach for them.”
McIntosh, Liberty Co., Ga.—A pleasant and profitable Sunday-school
concert and Christmas exercise was held in the Dorchester Midway
church. Mr. McIntosh, the superintendent and teacher, and Miss
Douglass, the missionary, are doing good and successful work. Rev.
Floyd Snelson is the pastor, and his children gave some exhibitions
of their African treasures and experience. A watch-night prayer-
meeting was held at his house New Year’s eve.
Cypress Slash, Ga.—The people are getting up timbers for their new
meeting-house.
Tougaloo, Miss.—We have had a blessed work here this week.
Several of our pupils had been very thoughtful for a great while,
some of them a year, and one or two even longer. They had held out
stoutly, but last Sabbath afternoon one yielded. Saturday night,
several asked for prayers. After church, three young men were
converted. Monday morning, twelve more yielded. Monday
afternoon, one of the most stubborn cases I ever met came into the
fold. She had been trying to climb up some other way for more than
two years. Tuesday afternoon another gave up, making in all
eighteen within two days. Our term closed on Wednesday. Several
went to their homes very anxious. I hope they may still be brought
within the fold.
Florence, Ala.—The new church edifice mentioned in our last number
was first planned through the benevolence of Mrs. J. Fowler, of
Mendon, Ill., who contributed fully one-third of the total cost, and
thus laid the foundation of this good enterprise. The completion of
the work was made possible by “Howard.”
Washington, D. C.—The American Missionary Association has called
Rev. Simon P. Smith to a missionary work among the colored people
of Washington. The Lincoln Mission, a Sabbath-school enterprise
connected with the Congregational Church, has offered its capacious
building, and here may yet arise a colored Congregational church.
Mr. Smith is a colored clergyman, a graduate of Howard and then of
Chicago Seminary, and well fitted for his work.—Congregationalist.

GENERAL NOTES.
 The Freedmen.

—The school work of the Presbyterian Church among the Freedmen

reports 39 schools, 4,184 scholars, 58 (or, including 16 ministers and
6 catechists engaged in teaching in addition to their other duties,
80) teachers; making in both departments, including a few assistant
teachers, 140 missionaries. Five of their higher schools report 1,126
pupils, of whom 145 taught part of the year, reporting 7,513 pupils.
Of the teachers from four of these schools, 77 superintended
Sabbath-schools while teaching, and reported 4,043 Sabbath-school
scholars. These four schools report also 51 students preparing for
the Gospel ministry.
—The M. E. Church, through its Freedmen’s Aid Society, has aided in
establishing and supporting 6 chartered colleges, 3 theological and
one medical school, and 9 institutions not chartered. In these
institutions the number of pupils taught during the year is classified
as follows: Biblical, 453; law, 20; medical, 60; collegiate, 74;
academic, 270; normal, 1,020; intermediate, 242; primary, 371.
Total, 2,510.
—A colored lawyer was recently admitted to practice in the Court of
Appeals of Virginia. He is the first colored man who has ever enjoyed
this privilege in that State. The motion for his admission was made
by the son of ex-Gov. Wise.

Africa.

—On the 8th of July, Mr. James Stewart, C. E., then in charge of the
Nyassa Mission, wrote to the Convener from Livingstonia. After
building a dwelling-house for the head of the mission at Livingstonia,
he sailed north to visit the stations of Marenga and Kaningina. He
found all well. The Mangoni chiefs had presented the mission with
eleven cows, but insist on their being used only in the country
around Kaningina. Our own cattle—most precious property—were in
good condition. At Livingstonia, advancing cultivation had driven off
the pestilent and fatal tsetse fly. After a fortnight’s holiday, the
school-boys and girls had returned to Christian instruction. Mr.
Stewart had distributed toys and handkerchiefs as prizes at the
examination. Namalambi, “a fine, promising boy,” was dux of the
school. Mr. Stewart had already started for Lake Tanganika before
the request of the London Missionary Society was telegraphed, and
was hoping to meet and, if necessary, aid Messrs. Hoare and Hutley.

The Indians.

—The Hon. Carl Schurz, Secretary of the Interior, devotes a large

portion of his annual report to the Indian question. He states that
the hostile Indians at the West are few compared with the whole
number of the race. He states the Indian policy of the Department to
be as follows:
“The ends steadily pursued by it are: First, to set the Indians to
work as agriculturists or herders, thus to break up their habits of
savage life and to make them self-supporting; second, to educate
their youth of both sexes, so as to introduce to the growing
generation civilized ideas, wants and aspirations; third, to allot
parcels of land to the Indians in severalty, and to give them
individual titles to their farms in fee, inalienable for a certain period,
thus to foster the pride of individual ownership of property, instead
of their former dependence upon the tribe, with its territory held in
common; fourth, when settlement in severalty with individual title is
accomplished, to dispose, with their consent, of those lands on their
reservations which are not settled and used by them, the proceeds
to form a fund for their benefit which will gradually relieve the
Government of the expenses at present provided for by the annual
appropriations; fifth when this is accomplished, to treat the Indians
like other inhabitants of the United States under the laws of the
land.
“This policy, if adopted and supported by Congress, and carried out
with wisdom and firmness, will in my opinion gradually bring about a
solution of the Indian problem, without injustice to the Indians, and
also without obstructing the development of the country. It will raise
them to a level of civilization at least equal to that of the civilized
tribes in the Indian Territory, and probably to a higher one,
considering the stimulus of individual ownership in land. It will not
take away from them by force what in justice and equity belongs to
them, but induce them to part with what they cannot cultivate and
use themselves for a fair compensation. It will open to progress and
improvement large districts now held by Indians, which will then be
of no real advantage to them and are now to nobody else.”

The Chinese.

—Last February, Congress passed the bill prohibiting Chinese

immigration which was vetoed by President Hayes. The very next
day the new anti-Chinese constitution was adopted by the
convention in California, denying the Chinaman the right to land, to
labor, to vote, or even to live in any town or city. Soon came on the
other side a decision of the Federal courts, adjudging the queue-
cutting ordinance to be an unconstitutional violation of personal
rights; and another, asserting that the treaty with China, granting its
people a right of residence, gave them also a right of labor, and
forbade any State to prohibit their employment. Chinese merchants
meanwhile, unwilling to give up the commercial advantages assured
to them by treaty, are establishing a line of steamers from China to
the Sandwich Islands, and a connecting line thence to the Pacific
coast. This record of the year’s events is memorable and full of
suggestiveness.
 NEW APPOINTMENTS.
1879-1880.
The following list presents the names and post-office addresses of
those who are under appointment in the Churches, Institutions and
Schools aided by the American Missionary Association, among the
Freedmen in the South, the Chinese on the Pacific Coast, the
Indians, and the Negroes in Western Africa. The Theological
Department of Howard University is supported jointly by the
Presbytery of Washington and the American Missionary Association.
The Berea College and Hampton Institute are under the care of their
own Boards of Trustees; but being either founded or fostered in the
past by this Association, and representing the general work in which
it is engaged, their teachers are included in this list.

THE SOUTHERN FIELD.

Rev. J. E. Roy, D. D., Field Superintendent.

DISTRICT OF COLUMBIA.

WASHINGTON.

Theological Department, Howard University.

Rev. W. W. Patton, D. D., Washington, D. C.
Rev. J. G. Craighead, D. D., Washington, D. C.
Rev. Alexander Pitzer, D. D., Washington, D. C.
Rev. John G. Butler, D. D., Washington, D. C.
HOWARD MISSION.
 Missionary.
Rev. S. P. Smith, Chicago, Ill.

VIRGINIA.

HAMPTON.

Minister.
Rev. J. H. Denison, New Britain, Ct.
NORMAL AND AGRICULTURAL INSTITUTE.

Instructors and Managers.

Gen. S. C. Armstrong, Hampton, Va.
Gen. J. F. B. Marshall, Hampton, Va.
Mr. Albert Howe, Hampton, Va.
Mr. F. C. Briggs, Hampton, Va.
Mr. G. B. Starkweather, Hampton, Va.
Mr. E. B. French, Hampton, Va.
Mr. Daniel F. Cock, Hampton, Va.
Mr. M. B. Crowell, Hampton, Va.
Mr. J. B. H. Goff, Hampton, Va.
Capt. Henry Romeyn, Hampton, Va.
Miss Anna M. Hobbs, Hampton, Va.
Miss Charlotte L. Mackie, Newburgh, N. Y.
Miss Mary F. Mackie, Newburgh, N. Y.
Miss Isabel B. Eustis, Springfield, Mass.
Miss Helen W. Ludlow, New York City.
Miss Julia A. Wilson, Hampton, Va.
Miss Lucy S. Shepard, Hampton, Va.
Miss Angelina Ball, Hampton, Va.
Miss Laura E. Coe, Hampton, Va.
Miss Lucy D. Gillett, Hampton, Va.
Miss Grace Harding, Hampton, Va.
Miss Jane E. Davis, Hampton, Va.
Miss Abby E. Cleaveland, Hampton, Va.
Miss Mary J. Sherman, Hampton, Va.
Miss Phebe C. Davenport, Hampton, Va.
Miss S. F. Sheppard, Hampton, Va.
Miss Mary T. Galpin, Hampton, Va.
Mrs. Eunice C. Dixon, Hampton, Va.
Miss Elizabeth P. Hyde, Brooklyn, N. Y.
Miss Emily Kimball, Hampton, Va.
Mr. Thomas T. Brice, Hampton, Va.
Mr. James C. Robbins, Hampton, Va.
Mr. Frank D. Banks, Hampton, Va.
Mr. John E. Fuller, Hampton, Va.
Mr. W. M. Reid, Hampton, Va.
Mr. W. H. Dagge, Hampton, Va.
Mr. G. J. Davis, Hampton, Va.
Mr. Booker Washington, Hampton, Va.

CARRSVILLE.

Teacher.
Miss M. A. Andrus, Riceville, Pa.

NORTH CAROLINA.

WILMINGTON (P. O. Box 207).

NORMAL SCHOOL.

Minister and Superintendent.

Rev. D. D. Dodge, Nashua, N. H.
 Principal.
Miss Isabel Phelps, Oswego, N. Y.

Assistants.
Miss E. A. Warner, Lowell, Mass.
Miss H. L. Fitts, Candia, N. H.
Mrs. Janet Dodge, Nashua, N. H.

RALEIGH.

Minister.
Rev. George S. Smith, Raleigh, N. C.

Teachers.
Prof. M. W. Martin, Worthington, Minn.
Mrs. M. W. Martin, Worthington, Minn.

DUDLEY.

Minister.
Rev. David Peebles, Dudley, N. C.

Teacher.
Miss Alice M. Conley, Shelby, Ala.

McLEANSVILLE.

Minister and Teacher.

Rev. Alfred Connet, Solsberry, Ind.
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