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Contents
To the Teacher
Media and Supplements
Acknowledgments
To the Student
Chapter 0 What Is a Statistical Model?
0.1 Model Basics
0.2 A Four-Step Process
UNIT A Linear Regression
Chapter 1 Simple Linear Regression
1.1 The Simple Linear Regression Model
1.2 Conditions for a Simple Linear Model
1.3 Assessing Conditions
1.4 Transformations/Reexpressions
1.5 Outliers and Influential Points
Chapter 2 Inference for Simple Linear Regression
2.1 Inference for Regression Slope
2.2 Partitioning Variability—ANOVA
2.3 Regression and Correlation
2.4 Intervals for Predictions
2.5 Case Study: Butterfly Wings
Chapter 3 Multiple Regression
3.1 Multiple Linear Regression Model
3.2 Assessing a Multiple Regression Model
3.3 Comparing Two Regression Lines

8
 3.4 New Predictors from Old
3.5 Correlated Predictors
3.6 Testing Subsets of Predictors
3.7 Case Study: Predicting in Retail Clothing
Chapter 4 Additional Topics in Regression
4.1 Topic: Added Variable Plots
4.2 Topic: Techniques for Choosing Predictors
4.3 Topic: Cross-validation
4.4 Topic: Identifying Unusual Points in Regression
4.5 Topic: Coding Categorical Predictors
4.6 Topic: Randomization Test for a Relationship
4.7 Topic: Bootstrap for Regression

UNIT B Analysis of Variance

Chapter 5 One-way ANOVA and Randomized Experiments
5.1 Overview of ANOVA
5.2 The One-way Randomized Experiment and Its
Observational Sibling
5.3 Fitting the Model
5.4 Formal Inference: Assessing and Using the Model
5.5 How Big Is the Effect?: Confidence Intervals and Effect
Sizes
5.6 Using Plots to Help Choose a Scale for the Response
5.7 Multiple Comparisons and Fisher’s Least Significant
Difference
5.8 Case Study: Words with Friends

9
 Chapter 6 Blocking and Two-way ANOVA
6.1 Choose: RCB Design and Its Observational Relatives
6.2 Exploring Data from Block Designs
6.3 Fitting the Model for a Block Design
6.4 Assessing the Model for a Block Design
6.5 Using the Model for a Block Design
Chapter 7 ANOVA with Interaction and Factorial Designs
7.1 Interaction
7.2 Design: The Two-way Factorial Experiment
7.3 Exploring Two-way Data
7.4 Fitting a Two-way Balanced ANOVA Model
7.5 Assessing Fit: Do We Need a Transformation?
7.6 Using a Two-way ANOVA Model
Chapter 8 Additional Topics in Analysis of Variance
8.1 Topic: Levene’s Test for Homogeneity of Variances
8.2 Topic: Multiple Tests
8.3 Topic: Comparisons and Contrasts
8.4 Topic: Nonparametric Statistics
8.5 Topic: Randomization F-Test
8.6 Topic: Repeated Measures Designs and Datasets
8.7 Topic: ANOVA and Regression with Indicators
8.8 Topic: Analysis of Covariance

UNIT C Logistic Regression

Chapter 9 Logistic Regression
9.1 Choosing a Logistic Regression Model

10
 9.2 Logistic Regression and Odds Ratios
9.3 Assessing the Logistic Regression Model
9.4 Formal Inference: Tests and Intervals
Chapter 10 Multiple Logistic Regression
10.1 Overview
10.2 Choosing, Fitting, and Interpreting Models
10.3 Checking Conditions
10.4 Formal Inference: Tests and Intervals
10.5 Case Study: Attractiveness and Fidelity
Chapter 11 Additional Topics in Logistic Regression
11.1 Topic: Fitting the Logistic Regression Model
11.2 Topic: Assessing Logistic Regression Models
11.3 Topic: Randomization Tests for Logistic Regression
11.4 Topic: Analyzing Two-Way Tables with Logistic
Regression
11.5 Topic: Simpson’s Paradox

UNIT D Time Series Analysis

Chapter 12 Time Series Analysis
12.1 Functions of Time
12.2 Measuring Dependence on Past Values:
Autocorrelation
12.3 ARIMA Models
12.4 Case Study: Residual Oil
Answers to Selected Exercises
Notes and Data Sources

11
General Index
Dataset Index
Online Sections: More on Repeated Measures (available online
only at: www.macmillanlearning.com/stat22e)
8.9 Repeated Measures: Mixed Designs
8.10 Repeated Measures: Advanced Material
8.11 Randomization Testing for Repeated Measures

12
To the Teacher
“Please, sir, I want some more.”

— “Oliver Twist” in the novel Oliver Twist by Charles Dickens

This book introduces students to statistical modeling beyond what they

learn in an introductory course. We assume that students have
successfully completed a Stat 101 college course or an AP Statistics
course. Building on basic concepts and methods learned in that course,
we empower students to analyze richer datasets that include more
variables and address a broader range of research questions.

Guiding Principles
Principles that have guided the development of this book include:

Modeling as a unifying theme. Students will analyze many types

of data structures with a wide variety of purposes throughout this
course. These purposes include making predictions, understanding
relationships, and assessing differences. The data structures
include various numbers of variables and different kinds of
variables in both explanatory and response roles. The unifying
theme that connects all of these data structures and analysis
purposes is statistical modeling. The idea of constructing
statistical models is introduced at the very beginning, in a setting
that students encountered in their Stat 101 course. This modeling
focus continues throughout the course as students encounter new
and increasingly more complicated scenarios.
Basic principles of statistical modeling that apply in all
settings, such as the importance of checking model conditions by

13
analyzing residuals graphically and numerically, are emphasized
throughout. Although it’s not feasible in this course to prepare
students for all possible contingencies that they might encounter
when fitting models, we want students to recognize when a model
has substantial faults. Throughout the book, we offer two general
approaches for analyzing data when model conditions are not
satisfied: data transformations and computer-intensive methods
such as bootstrapping and randomization tests.

Students will go beyond their Stat 101 experience by learning

to develop and apply models with both quantitative and
categorical response variables, with both quantitative and
categorical explanatory variables, and with multiple explanatory
variables.

Modeling as an interactive process. Students will discover that

the practice of statistical modeling involves applying an
interactive process. We employ a four-step process in all statistical
modeling: Choose a form for the model, fit the model to the data,
assess how well the model describes the data, and use the model to
address the question of interest.
As students gain more and more facility with the interplay
between data and models, they will find that this modeling process
is not as linear as it might appear. They will learn how to apply
their developing judgment about statistical modeling. This
development of judgment and the growing realization that
statistical modeling is as much an art as a science are more ways
in which this second course is likely to differ from students’ Stat
101 experiences.

14
 Modeling of real, rich datasets. Students will encounter real and
rich datasets throughout this course. Analyzing and drawing
conclusions from real data are crucial for preparing students to use
statistical modeling in their professional lives. Using real data to
address genuine research questions also helps motivate students to
study statistics. The richness stems not only from interesting
contexts in a variety of disciplines, but also from the multivariable
nature of most datasets.
This multivariable dimension is an important aspect of how this
course builds on what students learned in Stat 101 and prepares
them to analyze data that they will see in our modern world that is
so permeated with data.

Prerequisites
We assume that students using this book have successfully completed
an introductory statistics course (Stat 101), including statistical
inference for comparing two proportions and for comparing two
means. No further prerequisites are needed to learn the material in this
book. Some material on data transformations and logistic regression
assumes that students are able to understand and work with exponential
and logarithmic functions.

Overlap with Stat 101

We recognize that Stat 101 courses differ with regard to coverage of
topics, so we expect that students come to this course with different
backgrounds and levels of experience. We also realize that having
studied material in Stat 101 does not ensure that students have
mastered or can readily use those ideas in a second course. To help all
students make a smooth transition to this course, we recommend

15
introducing the idea of statistical modeling while presenting some
material that students are likely to have studied in their first course.

Chapter 0 reminds students of basic statistical terminology and also

uses the familiar two-sample t-test as a way to illustrate the approach
of specifying, estimating, and testing a statistical model. Some topics
in the early regression chapters (e.g., inference for the slope of a
regression line) may be familiar to students from their first course. For
a class of students with strong backgrounds, you may choose to move
more quickly through the first chapters, treating that material mostly as
review to help students get “up to speed.”

Organization of Units/Chapters
After completing this course, students should be able to work with
statistical models where the response variable is either quantitative or
categorical and where explanatory/predictor variables are quantitative
or categorical (or with both kinds of predictors). Chapters are grouped
into units that consider models based on the type of response and type
of predictors.

The three main units (A, B, and C) each follow a similar structure.
The unit begins with a chapter dealing with the “simple” case with a
single predictor/factor. This helps students become familiar with the
basic ideas for that type of model (linear regression, analysis of
variance, or logistic regression) in a relatively straightforward setting
where graphical visualizations are most feasible. Later chapters of each
unit extend these ideas to models with multiple predictors/factors.

Finally, each unit concludes with a special chapter of “additional

16
topics” that extend ideas discussed earlier. The topics in these final
chapters are relatively independent. We don’t anticipate that you will
choose to cover all of these additional topics, but rather will pick and
choose the ones most appropriate for your course goals, and
incorporate them as needed as you move through the other material in
that unit.

Chapter 0: Introduction: We remind students about basic statistical

terminology and present our four-step process for constructing
statistical models in the context of a two-sample t-test.

Unit A (Chapters 1–4): Linear regression models. These four chapters

develop and examine statistical models for a quantitative response
variable, first with one quantitative predictor and then with multiple
predictors of both quantitative and categorical types.

Unit B (Chapters 5–8): Analysis of variance models. These four

chapters also consider models for a quantitative response variable, but
specifically with categorical explanatory variables/factors. We start
with a single factor (one-way ANOVA) and then move to models that
consider multiple factors and interactions. We also include elements of
experimental design that are important for choosing an appropriate
ANOVA model.

Unit C (Chapters 9–11): Logistic regression models. These three

chapters introduce models for a binary response variable with either
quantitative or categorical predictors.

Unit D (Chapter 12): Time series. This “unit” is a single chapter that
develops models (functions of time, seasonal, and ARIMA) that arise

17
from time series data.

Features of STAT2: Modeling with Regression

and ANOVA, Second Edition
Flexibility Within and Between Units
The units and chapters are arranged to promote flexibility regarding
order and depth in which topics are covered. Within a unit, some
instructors may choose to “splice” in an additional topic when related
ideas are first introduced. For example, Section 5.7 in the first ANOVA
chapter introduces techniques for conducting pairwise comparisons
with one-way ANOVA using Fisher’s LSD method. Instructors who
prefer a more thorough discussion of pairwise comparison issues at this
point, including alternate techniques such as the Bonferroni adjustment
or Tukey’s HSD method, can proceed to present those ideas from
Topic 8.2. Other instructors might want to move immediately to two-
way ANOVA in Chapter 6 and then study pairwise procedures later.

Instructors can also adjust the order of topics between the units. For
example, some might prefer to consider logistic regression models
(Unit C) before studying ANOVA models (Unit B). Others might
choose to study all three types of models in the “simple setting”
(Chapters 1–2, 5, 9), and then return to consider each type of model
with multiple predictors. One could also move to the ANOVA material
in Unit B directly after starting with a review of the two-sample t-test
for means in Chapter 0 and simple linear regression in Chapters 1 and
2.

Technology

18
 Modern statistical software is essential for doing statistical
modeling. We assume that students will use statistical software for
fitting and assessing the statistical models presented in this book. We
include output and graphs from both Minitab and R throughout the
book, but we do not include specific software commands or
instructions.

Our goal is to allow students to focus on understanding statistical

concepts, developing facility with statistical modeling, and interpreting
statistical output while reading the text. Toward these ends, we want to
avoid the distractions that often arise when discussing or implementing
specific software instructions. This choice allows instructors to use
other statistical software packages; e.g., SAS, SPSS (an IBM
company)*, DataDesk, JMP (developed by SAS), etc..

Exercises
Developing skills of statistical modeling requires considerable practice
working with real data. Homework exercises are an important
component of this book and appear at the end of each chapter. These
exercises are grouped into four categories:

Conceptual exercises. These questions are brief and require

minimal (if any) calculations. They give students practice with
applying basic terminology and assess students’ understanding of
concepts introduced in the chapter.

Guided exercises. These exercises ask students to perform various

stages of a modeling analysis process by providing specific
prompts for the individual steps.

Open-ended exercises. These exercises ask for more complete

19
 analyses and reporting of conclusions, without much or any step-
by-step direction.

Supplemental exercises. Topics for these exercises go somewhat

beyond the scope of the material covered in the chapter.

Exercises in the Additional Topics chapters (4, 8, and 11) are grouped
to align with the independent topics in those chapters.

*SPSS was acquired by IBM in October 2009

What’s New in the Second Edition

New Content and Organization
New statistical topics. Two topics that were requested most
consistently from first edition users were repeated measures designs
and time series. We have added new material (Topic 8.6) to give a
brief introduction to repeated measures designs, and for instructors
who want more depth in this topic we have included three more
sections (Topics 8.9–8.11) in the online material. We have also added
Chapter 12, giving a brief introduction to working with time series
data. In addition to these new sections and chapters, we have made
numerous changes to include new ideas (e.g., effect sizes) and give
more guidance to students (e.g., how to choose a transformation).

New organization. We reorganized the material in Unit B to better

integrate ideas of experimental design with the topics of ANOVA.
Chapter 6 now focuses on block designs and the additive ANOVA
model, with interaction coming in Chapter 7, and additional ANOVA
topics in Chapter 8.

20
 New exercises and examples. The second edition has 243 worked
examples and 646 exercises for students, increases of 76% and 63%
over the first edition. We have also updated and revised almost 100
examples and exercises that are carried over from the first edition.

New datasets. We have 64 new datasets dealing with real data,

many from research studies. We have also updated datasets from the
first edition to bring the total dataset count to 190. Datasets are
available in various formats for different software packages, and a data
index, which follows the general index, lists all datasets and where
they are used in the text.

New Pedagogical Features

Chapter opening section lists give an at-a-glance look at the content
therein.

Learning objectives outline goals and expectations that help

instructors create their syllabi and students understand where they’re
headed.

New, full-color design incorporates all-new figures, charts, and

graphs. In addition, important definitions and explanations are
highlighted for emphasis. Our goal in creating this design was to make
the reading and learning experience more approachable by instructors
and students alike.

Key terms are highlighted in the margins to help students build a solid
statistics vocabulary.

Caution icons and text signal common misconceptions and

21
important ideas to help the student avoid pitfalls and grasp key
concepts.

Data icons highlight the dataset in use for each example and
exercise.

22
Media and Supplements
Introducing SAPLINGPLUS for STAT2, Second
Edition!
The new second edition

of STAT2: Modeling with Regression and ANOVA is now in

SaplingPlus, an extraordinary new online resource providing the
richest, most completely integrated text/media learning experience yet.
SaplingPlus combines Macmillan’s powerful multimedia resources
with an integrated e-book.

Assets Integrated into SaplingPlus Include the Following:

Interactive e-book provides powerful study tools for students,

multimedia content, and easy customization for instructors.
Students can search, highlight, and bookmark specific
information, making it easier to study and access key content.

LearningCurve provides students and instructors with powerful

adaptive quizzing, a gamelike format, and instant feedback. The
quizzing system features questions tailored specifically to the text
and adapts to students’ responses, providing material at different
difficulty levels and topics based on student performance.

Data files are available in JMP, ASCII, Excel, TI, Minitab, SPSS,

23
 R, and CSV formats.

Student’s Solutions Manual (written by the STAT2 author team)

provides solutions to the odd-numbered exercises in the text.

R Companion Manual (written by the STAT2 author team)

provides students with a short introduction to R and the
commands necessary to accomplish the analyses presented in this
text. The manual is organized so that each chapter corresponds to
the equivalent chapter in the book. Many of the examples and
figures from the book are replicated in the companion.

Minitab Companion Manual (written by the STAT2 author team)

provides students with a short introduction to Minitab. There is
one chapter in the manual for each unit of the textbook.

STAT2, Second Edition Book Companion Website:

www.macmillanlearning.com/stat22e

Instructor access to the Companion website requires user registration

as an instructor and features all the open-access student web materials,
plus:

Instructor’s Guide (written by the STAT2 author team) provides

instructors with guidance for teaching from this text. Discussion
includes pros and cons of teaching topics in different orders,
pitfalls to watch out for, and which exercises can be assigned after
particular sections have been covered. The guide concludes with
several essays written by instructors, describing how they have
used this textbook in an appropriate STAT2 course. These essays
also include a collection of projects the instructors have used with
their classes.

24
Instructor’s Solutions Manual (written by the STAT2 author
team) provides solutions to every exercise in the text.

Test Bank (written by Marian Frazier, The College of

Wooster) provides instructors with questions tailored to each
chapter and unit of the text.

Lecture PowerPoint Slides (created by the STAT2 author

team) provide instructors with ready-made PowerPoint slides
for each section of the book.

Lecture PowerPoint Slides (R-version; created by the STAT2

author team) provide instructors with ready-made PowerPoint
slides for each section of the book, including the R code
necessary to accomplish the analysis in that section.

R Markdown files (created by the STAT2 author team)

provide instructors with all of the R code necessary for each
of the examples, as well as comments to help the user
understand the commands. There are R Markdown files for
each section of the text.

Image Slides contain all textbook figures and tables.

25
Discovering Diverse Content Through
Random Scribd Documents
with conveniences, but is nevertheless a good camp, with a little
store conveniently close.

The Swans

We go to bed early so that we may get up early for the ascent of

Harney Peak. Even with the early retiring three A. M. comes rather
soon. But we are all life as soon as we awaken and we lose no time.
Well shod we begin the ascent. This is to be an event. The climb
covers three miles and a half. You’ll be ready to agree with me after
making it, though these Black Hills people are very generous in the
size of their miles. We start up the road marked “Harney Peak.” We
could take our car part way, but the short distance and rough road
makes this a poor policy.

We soon come to the stables where burros and ponies can be hired
by those not wishing to make the trip on foot. These are not for the
early or the ambitious. We pass them by.
 106

Reflection at Sylvan Lake

Stevens

The path soon begins to ascend. Progress becomes slower. The

perfect road narrows into a footpath cut through the timber.

107
Cathedral Spires, from Harney Peak
Rise Photo
 Harney Peak, Lookout Station, and Peak Inn
Canedy Photo

Up, up we go. At places the timber clears, giving us a grand 108

view of the surrounding country. Then we plunge into the
forest again and continue up, up, up. At the end of a mile or so we
top a ridge and are relieved to begin descending into a shallow valley.
This is a rest and encouraging. At the bottom of the valley is a
brooklet of clear spring water. Here we take a drink before continuing
our ascent.
Peak Inn
Beard Photo
Now we begin a real climb. The path is easy and open and the slope
is gradual. But even at that it begins to tax one’s muscles. Squirrels
and chipmunks dart across the path and gaze at the intruders from a
safe perch in the trees. And some of these trees are giants, probably
the largest found in the Hills. Springs arise here and there along the
way. Beautiful flowers dot the path. Great gray rocks jut into 109
the air at intervals. The path is indeed interesting. The
coolness of the forest adds to its entrancing powers.

Another View of Harney Peak Look-out Station

Photo by Beard
By and by the path grows steeper and we begin to take a switchback
course up, up, up. Finally the vegetation thins out and the surface is
mostly rock. We climb the rocks and at last emerge at the foot of a
ladder leading up the crags where the fire lookout house is located.
Up the ladder we go, and over the rocks toward the top. We catch a
glimpse of the ranger giving us a dirty look as he hurriedly finishes
his breakfast and makes up his bed. We give him plenty of time,
while we gaze in four directions at the remarkable panorama
extending a hundred miles before us. The sun, which we had
expected to see rising, is smiling indulgently at us from far up in the
sky. To the west we see Sylvan Hotel, mountains and forests. Turning
toward the south we find ourselves looking at the historical Custer
and on past into Wyoming. Far, far, to the south is the border of the
hills. Closer are the Needles and Cathedral Spires and Mt. Coolidge.
On to the east, fifty miles away and more, are the Badlands. Closer
Mt. Rushmore sticks up its head as do various other bald heads.
Away off to the northeast Bear Butte stands alone and to his left are
Roosevelt Peak, Terry Peak and many of our other friends.

110
 The Cliffs, Below Harney Peak, Sylvan Lake, S.D.

111

One way of climbing Harney

The view is nothing short of wonderful on a clear day, but is not as

good when the clouds float below us or when the air is filled with
mist. We go on up to the lookout station and register. Of course, we
must ask the ranger our share of foolish questions. We would not be
human if we did not display our ignorance up here. We just naturally
feel that we must ask some kind of a question to commemorate the
fact that we are up here.

We are now on the highest point in the Black Hills. Not only this, it is
the highest point in the state and greater still, the highest point in
the United States east of the Rocky Mountains. We are 7,244 feet
above sea level and about a thousand feet above Sylvan Lake. This
little house away up on the top of a rock looks pretty frail beside the
boulders upon which it stands. One would think that a breeze would
blow it over the precipice hundreds of feet straight down. The house,
though, is pretty well established, with heavy steel cables firmly
rooting it to its place. Even at that, they’d better not hire a forest
ranger up there who walks in his sleep.

112

Airplane View of Harney Peak

Rise Photo

113
Looking Down the Gorge below Sylvan Lake
Farther down the Gorge
We are given a card telling us that in the “Harney National Forest
20,000,000 board feet of lumber is harvested annually and through
reforestation about 1,587,667,000 board feet are maintained
permanently. 12,000 horses and cattle and 4,000 sheep graze on the
forest annually. The area (net) is 508,000,057 acres. The 114
annual revenue to the United States is $80,000 and to local
counties $20,000. Summer sites may be secured from the Supervisor
at Custer, S. D.”

The lookout away up here is for the purpose of spotting forest fires.

In the little house are instruments for seeing and exactly locating
fires. By getting the exact angle of fires from two different stations
and telephoning the results its location may be determined exactly by
drawing a line at these angles from their respective stations. The fire
would be where the lines crossed.
Guardian of the Pools, Sylvan Lake, S.D.
 115

A Canyon in the Black Hills

 Lease

116

Reception Room, Sylvan Lake

O’Neill Photo

Well, we are the first up there this morning and now we prepare to
descend. We start down the rocks and meet several people coming
up, they, too, thinking they had been first up this morning. We must
take a few pictures before going down to convince the folks at home
that we’ve climbed Harney.
Dining Room, Sylvan Lake Hotel, Custer, S.D.
Lease

117
 Sylvan Lake in the Winter

Down we go, down the ladder and around the corner to Peak 118
Inn. Here refreshments and souvenirs may be procured.
These have all been brought up the mountain by burroes at some
little expense. An interesting trip, they tell us, is to make the return
trip through Cathedral Spires. We, however, do not do this.

The descent can be made in a little less time than the ascent. Some
short cuts can be made directly across where contours and cutbacks
had to be made going up. Going down is decidedly easier than going
up. All the way down we meet puffing folks; some fat, some tall,
some carrying babies, all asking the same question, “How much
farther?” Many a good natured joke is exchanged on the way. We
meet troopers as well as pedestrians. The former seem about as
anxious to reach the top as those walking. Perhaps those experienced
in riding burros and trail ponies understand the reason for this.
 You Tell ’em we are Traveling.
Tobogganing. Winter Carnival, Sylvan Lake, S.D.
Lease

119
Looking Down the Toboggan Slide
Winter Carnival, Sylvan Lake S.D.
Lease
Seven miles, at least, the round trip is quite a hike, but for 120
those who can stand it (and this includes most of us), it is by
far the better method of going up. Each one who makes it feels
proud of the accomplishment. One boy about seven years of age
remarked, “By Gawsh, I didn’t need to make it on any donkey. My
own feet are good enough for me.” Well, we finally come to the
stables again. We have met possibly fifty people going up and more
are just starting. Some burros are all saddled and bridled, sleepily
waiting for the start. Temptation prompts us to mount for a picture,
even though our friends do insist on asking, “Now which is which?”

The Needles Highway. This is indeed a feat of engineering

We arrive back in camp about five hours after we had started up.
Pancakes, bacon and eggs are awaiting us. The question “are we
hungry?” is a mild way of putting it. Food seems to disappear like
magic, not just a little but great quantities of it. This little stroll seems
to make one ravenously hungry and we derive genuine satisfaction
from this meal. Somehow our fatigue seems to be appeased with our
hunger.

121

“The Switchback” along the “Needles Highway” in Custer State Park

Now we are ready for an inspection of the lake and its surroundings.
The swans are the first things that draw our attention. They are
beautiful, floating over the silvery surface.

Many are the fishermen trying for croppies and trout from the 122
edge of the lake. Some have substantial strings of fish, too.
 Custer State Park Highway
A typical scene along the Needles Highway

We take our leisurely way around the lake and find dozens of cars
before the hotel. We join the group who are inspecting the souvenir
shop and the hotel lobby. Both are interesting; both containing many
curios from the hills. The hotel is especially interesting, and we must
by all means take a meal with its charming host and hostess. We now
go back through a slit in a rock to the gorge behind the dam. The
first thing we see and hear is the water gurgling out of Gorge Springs
and over the dam. From here we pick our way over the great
boulders to the precipice where the water tumbles into the narrow
gorge. What boy or girl or grownup is not thrilled by the descent,
sometimes on foot, sometimes dangling sometimes crawling between
huge rocks (the largest in the hills) sometimes leaping chasms,
through dark holes around seemingly blind bends, finally emerging
on the rocks far below, without having fallen off the rocks or getting
our feet wet. Oh boy! it’s certainly great. We are now in the home of
the elves. We can follow the stream down, down, until our view
opens out far to the north.
We pick our way back and take a new route far up through 123
the crags, towering above Sylvan Lake. Here again we get a
marvelous view of the surrounding territory. Reluctantly we descend
again, only to climb the crags on the opposite side of the gorge.
Down again, we find our muscles getting a trifle fatigued.
A Needles Scene
Canedy Photo
We go back to camp near evening, having eaten lunch in the gorge.
Now we get our dinner. Needless to say we are ready for it. We have
packed several days’ experiences into a day. And it has been a
memorable day. We spend the night and then start over that world’s
renowned Needles Highway. The entrance is made through a gigantic
gateway of towering rocks. A huge tunnel is blasted through one
rock.

We must drive back to the wide ledge and park our car while 124
we gaze over the edge of the precipice and past the great
valleys to the high mountains of stone Needles in all directions. The
view is indeed one to remember. The feeling of the grandeur of
nature that this leaves with us is something that lives with us forever.

We pass on over this remarkable road cut through the mountain tops.
The Needles Highway is all it is reputed to be. But one must take it
slowly and stop to admire it to fully appreciate it.
A Pleasant Drive
 125

CHAPTER XVI
Custer

We go off to the left a few miles to the State Game Lodge. This is the
famous Summer White House of President Coolidge. Before we reach
it we see a fine group of elk along the road and another of deer. The
latter bound gracefully into a thicket when we stop to watch them.
Along this road are several tourist camps. Galena and the Game
Lodge are the larger ones.
The Switchback on the Needles Road
Rise Photo

126
One of the Tunnels
We will leave the game lodge and zoo, however, and take 127
them in our return from Hot Springs. Accordingly we take trail
36 back to Custer, about twenty miles. A few miles before we come
to Custer we find a tall stone shaft rising beside the road. A bronze
plate attached to it tells us that this is a monument erected to the
memory of Mrs. Anna D. Tallent, the first white woman in the Hills. To
the right, down a lane a few rods is a reconstructed replica of the old
Gordon Stockade. The saplings are driven into the ground, spiked on
top, just as the old fort had been. Within the inclosure are a couple of
buildings, one where the Tallents lived and one where other folks of
the party had lived. French Creek flows just south of the stockade.

Just when gold was discovered in the Hills is a question. Probably it

was before 1850, or shortly thereafter. One tale runs that a party of
sixteen left the California Trail at Fort Laramie in 1852 because
friendly Indians reported gold in the Black Hills.
Restoration of the old Gordon Stockade built to protect the people from
the Indians

128

Deer in the Forest Reserve in South Dakota

The men journeyed north, trying several places to mine for gold.
They got small quantities until they finally ended up near Deadwood.
There the quantity became greater, and the men were elated. Three
of the men started back to tell the people at Salt Lake City of their
good fortune. The remainder kept on prospecting. One day one of
those remaining went out to shoot a deer for meat. Upon his return
the camp was in flames and the scalps of his comrades dangled at
the ends of poles carried by the Indians. The man made sure that
none of the party remained but himself, and he started out for the
trail to the south. After terrible hardships, out of matches, with no
ammunition left, living off berries and roots, he arrived at the trail too
late for the last train of the season. His boots were soleless and his
clothing in tatters. He hobbled on, and finally came almost at death’s
door to a Mormon hunting party. They brought him slowly back to life
and strength and he told them his story.

129
 Record of early gold seekers in Black Hills, 1833-34—forty years before
Custer’s expedition to the Hills. Stone found near Spearfish in 1887 and
now in possession of State Historical Society, Pierre, South Dakota

The story of Ezra Kind is probably true. His Sandstone Carved 130
with a jack-knife was found hidden among some rocks on
Lookout Mountain. Indian traditions bear out the story. Much gold
was taken by the Indians when the men were killed.

The Gordon Stockade party, however, was the party that started the
rush to the Hills. One of General Custer’s mining engineers Horatio N.
Ross found gold along French Creek near the present city of Custer,
on July 27, 1874. William T. McKay shares honors with Ross. As soon
as Custer’s report came out the government issued orders that no
white people would be permitted to enter the Black Hills until a treaty
could be made with the Indians, for this was guaranteed a hunting
ground for them when the eastern land was wrested from them.
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