Volume III includes more selections of articles that have initiated fundamental changes in statistical methodology. It contains articles published before 1980 that were overlooked in the previous two volumes plus articles from the 1980's - all of them chosen after consulting many of today's leading statisticians.

McCrimmon, having gotten Grierson's attention, continued: "A breakthrough, you say? If it's in economics, at least it can't be dangerous. Nothing like gene engineering, laser beams, sex hormones or international relations. That's where we don't want any breakthroughs. " (Galbraith, 1. K. (1990) A Tenured Profes sor, Houghton Mifflin; Boston. ) To judge astronomy] in this way a narrow utilitarian point of view] demon strates not only how poor we are, but also how small, narrow, and indolent our minds are; it shows a disposition always to calculate the payolTbefore the work, a cold heart and a lack of feeling for everything that is great and honors man. One can unfortunately not deny that such a mode of thinking is not uncommon in our age, and I am convinced that this is closely connected with the catastro phes which have befallen many countries in recent times; do not mistake me, I do not talk of the general lack of concern for science, but of the source from which all this has come, of the tendency to everywhere look out for one's advan tage and to relate everything to one's physical well-being, of the indilTerence towards great ideas, ofthe aversion to any elTort which derives from pure enthu siasm: I believe that such attitudes, if they prevail, can be decisive in catas trophes of the kind we have experienced. Gauss, K. F.: Astronomische An trittsvorlesung (cited from Buhler, W. K. (1981) Gauss: A Biographical Study, Springer: New York)]."

This is a two volume collection of seminal papers in the statistical sciences written during the past 100 years. These papers have each had an outstanding influence on the development of statistical theory and practice over the last century. Each paper is preceded by an introduction written by an authority in the field providing background information and assessing its influence. Readers will enjoy a fresh outlook on now well-established features of statistical techniques and philosophy by becoming acquainted with the ways they have been developed. It is hoped that some readers will be stimulated to study some of the references provided in the Introductions (and also in the papers themselves) and so attain a deeper background knowledge of the basis of their work.

Volume III includes more selections of articles that have initiated fundamental changes in statistical methodology. It contains articles published before 1980 that were overlooked in the previous two volumes plus articles from the 1980's - all of them chosen after consulting many of today's leading statisticians.

When a fourth-grade student, Jenny, was asked about reading, she stated: "I love to read, you get real neat ideas. I really like books about animals and biographies. I'm writing my autobiography now. Oh, I also really like Judy Blume books. " Her enthusiasm for reading is evident as she tells you about the Judy Blume book she just read, Are You There God? It's Me, Margaret (1970). Jenny reads almost every night at home. Jenny's classmate through 4 years of elementary school, Anna. responds, when asked about reading: "I hate to read; it's boring. " Anna says she never reads at home. She says she'd rather watch television or play with friends. Anna would even rather clean her room than read. She explains, "I'd rather clean my room because it makes the room look neat. Reading makes my head hurt because it's so boring and no fun. " Jenny and Anna attended a large neighborhood elementary school in Austin, Texas. The school is located in a lower socioeconomic status (SES) area of small houses, duplexes, mld apartments. About 45% of the children at the school are Hispanic, 35% are African-American, and 20% are Anglo. The school consistently ranks mnong the lowest schools in the district on standardized reading achievement tests. Upon entering first grade, neither Jenny nor Anna could read the words that were to appear in their first preprimer reader.