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 - -

OXFORD
UNIVERSITY PRESS
Susan l(ingsley l(ent
Oxford University Press is a department of t he University of Oxford.
It furth ers the University's objective of excellence in research,
scho larship, and education by publishing worldwide.

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Copyright © 2017 by Oxford University Press

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O pportunity Act, please visit www.oup.com/ us/he for the
latest informatio n about pricing and alternate fo rmats.

Published by Oxfo rd University Press

198 Madison Avenue, New York, New York 10016
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Oxford is a registered tr ademark of Oxford University Press

All rights reserved. No par t of th is publication may be reproduced ,

stored in a retrieval system, o r transmitted , in any form or by any means,
electronic, mechanical) pho tocopying, recording, o r oth erwise,
w ithout the prio r pe rmission of Oxford University Press.

Library of Congress Cataloging-i n -Publication Data

Kent, Susan Kingsley, 1952 May9·

A new history of Br itain : since 1688 / Susan Kingsley Kent.
volum es cm
Summary: "'Based on th e most current scholarship concerning gender, race, ethnicity, and empire,
this 15·chapter textbook comprehensively examines t he development of and con testations against a
British identity among the constituent parts of the United Kin gdom since 1688. It takes seriously the
role of Scotland, \iVales, and Ireland in th is process, and brings Britain's imperial subjects and lands
in to t he narrative, showing how integral empire was to the UK's historical development. It examines
the role environmental fac tors in economic development and their impact on the health and wel fare
of British citi zens and subjects; and it uses gender, in particular, to illuminate power dynamics across
a variety of settings. All this in a manageable length"··Provided by publisher.
Includ es bibliographical references and ind ex.
ISBN 978·0 · 19-984650 ·4 (acid-free pa per) 1. Great Britain··History··Textbooks. 2. Great
Britain··Colonies··History--Textbooks. 3. National characteristics, British··H istory··Textbooks.
4. Great Britain··Eth nic relations--H istory··Textbooks. S. Sex role··Great Britain··History··
Textbooks. 6. Great Britain··Social conditions ..Text books. I. Title.
DA16.K44 2017
941··dc23
2015031359
Printing numbe r: 9 8 7 6 5 4 3 2 I

Printed in th e United States of America

on acid-free paper
For Bonnie Smith
 CONTENTS

..
List of Maps XVII

Acknowledgn1ents XIX

About the Author XX I

I NTRODUCTI ON: 1"he British Isles and the British Empire in 1688 3

T h e L and and Its Pe ople 5

O ver sea s Colonies 13

A Gre at Ch ain of Being 14

T h e Sectaria n D iv ide 18

Politics 19

A Place in Ti1ne: Liverpool, Second City of Empire 8

C H APTER 1: "fhe Glorious Revolution a nd the Creation

of " Britain," 1688- 1707 23

T h e Glorious Revolution 24

ix
x I Contents

T h e R evolutionary Settlement and the Financial Revolut ion 33

T h e Act ofUnion, 1707 39

A "United" K ingdom? 43

A Place in T i1n e: The Glorious Revolution in Liverpool 28

C HAPTER 2: Consolidating the Kingdom and the En1pire,

1707- 1763 51

T h e War of the Spanish Succession and the Advent of the

H anoveria n Ki ngs 52
T h e R isi ng of 1715 56

T h e South Sea Bubb le 59

Slavery and the Slave Trade 63

T h e R ob inocra cy 67
World War and Empire 74

A Place in T i1n e: Liverpool and the J acobite Risings

of 1715 and 1745 58

C HAPTER 3: Economic and Intellectual Revol utions of the

Eighteenth Century 81

T h e D emogr aphic and Agricultural R evolutions 82

Ea rly Industria lizat ion 86
T h e Commercia l Revolution 91

T h e E nlightenment: T h e P ublic Sphere 97

T h e E nlightenment: T h e Domestic Sphere 101

Overseas Scientific Discoveries 103

A Place in T i1n e: Liver pool's "African T rade" 94

 Contents xi

C HAPTER 4: Politics and Imperial "fu rns, 1760- 1789 111

Popula r P olitics a nd t he R ise of the Middling Classes 112

Gender, Politics, and Religious Cul ture 115

T he R evolt of t he American Colonies 118

T he Antislavery Movement 123

T he Gordon R iots 129

Turning to I ndia 130

A Place in Ti111e: The :(png Murders: Prelude to Abolition 124

C HAPTER 5: Revolution, \,Var, a nd Reaction, 1789- 1820 139

T he French R evolution 140

Women a nd Work 146

Malt hus a nd More: Discipl ine and Domesticit y 148

Rebellion in Ireland 151

Australia 158

Sierra L eone 161

Postwar Depression 163

A Place in Ti111e: Liverpool and the \•Vars of t he

French Revolution 144

C HAPTER 6: T he Age of Reform, 1820- 1848 173

Industrialization and Social Change 174

The Factory System 176
Railroads 177

Urbanization a nd Its Discontents 181

Pollutio11 and Disease 182
Social Co11seque11ces 184
xii I Contents

Political R eform 185

Ireland: Catholic Emancipation 186
The Antislavery 1\1oveme11t 187
The Great Refonn Act 189
Colonial Refonns 190
Classical liberalism and Domesticity 191
The .New Poor Law 193

Unre s t in Wale s 196

Chartism 197

T h e Gre at Famine 199

A Place in T i1n e: The First Passenger Raih¥ay 178

C HAPTER 7: " Liberal En1pire:' 1823- 1873 207

" Liberal" Empire 208

The Opium Wars 213

T h e White Colonies o f Settle m ent 217

Canada 219
South Africa 225
Australia 229
.New <,ealand 232

A Place in Ti1n e: The O pium v\lars 214

C HAPTER 8: Nation and Empire, Citizens

and Subjects, 1848- 1873 239

T h e Celtic " Nations" 241

Ireland efter the Famine 241
Wales: "The Treachery efthe Blue Books" 246
The "Reinvention efScotland" 249
 Contents xiii

T h e Racial Contours o f "Citizenship " and "Subjecthood" 251

The Indian &hellion ef 1857 253
Morant Bay, 1865 25 7
Social Darwinism 259

T h e Reform Act of 1867 260

T h e Women's M ovement, 1850- 1873 262

A Place in Ti111e: The Liverpool Irish 244

C HAPTER 9: Nc,v Politics, Nc,v Imperia lism, 1873- 1905 269

T h e Second Indu strial Revolu tion 270

M ass Society and Mass Politics 274

JVew U11ionism 275
The Politics efthe Celtic JVations 277
The Rights ef /1Vomet1 283

New I mperialism 285

The Scramblefor Africa 287
An Imperial Race 293

A Place in Ti111e: Liverpool Blacks 294

C HAPTER 10: T he Crises of the Fin de Siecle, 1899- 1914 303

T h e South African War 304

Race Degeneration and a R evolution in Government 309

La b or Disputes and the Militant Women's

Suffrage Movement 312

T h e Coming of the Great War 319

Irish Complications 323

A Place in Ti111e: Mi litant5 in Liverpool 316

xiv I Contents

C HAPTER 11: "f he Great \·Var and the " Peace," 1914- 1922 329

The Battles 330

Trench Warfare 336
The War at H ome 341
The E aster Rebellion 343
Political R everberations 345
A War of Empire 346
War Aims and M iddle E ast Policies 349
The Peace 350
Revolts against Brit ish Rule 353
Egypt 353
India 354
1\1/esopotamia 356

A Place in Ti1ne: The Pa ls' Brigades 334

C HAPTER 12: Politics and Empire in l ntenvar

Britain, 1919- 1935 361

Ireland: " Flying Columns" and Black and Tans 362

Strikes and the Fear of Revolution 367
Race R iots 370
Politics 371
The Gener al Strike 374
Changes in the D ominions 376
Women, Work, and Equal Enfranchisement 378
Depression, Dis illusion, and National Crisis 380
Colonial Development s 384

A Place in Ti1ne: Race Riots 368

 Contents xv

C HAPTER 13: Appeasement, \,Vorld V\lar, and the Establishment

ofche V\lelfare State, 1935- 1962 393

T h e Fascist Challenge 395

An Imperial War in Europe 398

T h e War in the Pacific 402

T h e Home Front 407

T h e Color Bar 414

T h e Beveridge Re port and the P ost,var Welfare St ate 416

T h e Im p act o f R eforms 420

A Place in Ti1n e: The Second \<Vorld \<Var in Liver pool 410

C HAPTER 14: The Shock of che Ne\'1: Decolonization and the

Creation of a Ne\v Society, 1947- 1996 425

Decolonization 427
l11dia a11d Pakista11 427
Preservi11g the Empire i11 Africa 430
The Natio11ality Act ef 1948 432
The Crisis in Suez 435
The /IVind ef Change 438
Racial Anxieties and JVational 1\1/a/aise 440

T h e P ermiss ive So ciety 443

T h e "Troubles" 445

T hatc h eris m 448

A Place in Ti1n e: The Toxteth R iots 450

C HAPTER 15: 'fhe Makeup of Britain, 1997- 2015 459

T h e Britain of Tony Blair 460

Devolution in Scotland and Wales 462

xvi I Contents

Pea ce in North ern Ireland 465

A Multicultural Society 468

T h e Br e akup o f Britain? 472

A Place in Ti1ne: Identities and Traditions at the

Liverpool Football Club 470

Appendix A: J.1onarchs of Great Britain , 1688- 2015 481

Appendix B: Pri1ne lVlin isters of Great Britain, 1721- 2015 483
Cred its 487
Index 495
 List of
MAPS

DIS !OE t' RONT COVER GREAT BR ITA IN A~D IR ELA~D

J.1AP I. I THE U~ IT EO K t~GOO~I, 1707 42

J.,{AP 2. J TH E COLONIZATION Of THE CARIBBEA~

ANO T HE NORT H AMER ICA~ MA t ~LANO 73

J.,{AP 3. J EARLY l ~OUST R IAL IZAT IO~, C . 1750 91

J.1AP 3.2 THE T RIANGULAR TRADE Ot' T HE E IGHTEENT H CENTURY 93

J.1AP 3.3 BRITA IN'S TRADI NG EMPIRE , C. 1770 96

J.1AP 4. 1 BRITI SH NORT H A~IERICA, C . 1770 119

J.1AP 4.2 BRITISH ExPA~SION IN IND IA, 1756- 1805 132
J.1AP 5. 1 U~ t T EO K t ~GOO~I Of GREAT BRIT A!~ , 1801 157

l\>IAP 6. 1 LAT E R I NDUSTRIA LIZAT ION, C. 1850 175

l\>IAP 7. 1 THE BR ITISH E~IPIRE IN 1870 209
J.,{AP 7.2 BRITISH EXPANSION IN I NDIA, 1805- 1858 21J
J.,{AP 7.3 T HE POL IT ICA L D EVE LOPME~T Of CANADA AFT ER 1867 221

NIAP 7.4 SOUT H AFR ICA IN 1870 228

xvii
xviii I List of Maps

i\1AP 7.5 T HE DEV£LOP~1£NT OF AUSTRALIA ANO NE\V Z£ALANO 234

i\1AP 8 .1 TH£ BRITIS H RAJ, 1858- 1914 254

i\1AP 9. 1 T H E SCRAMBLE FOR AFR ICA, 1870- 19 14 293

i\1AP 9.2 SOUTH AFR ICA I N 1900 297
j\,fAP 10. 1 THE E u ROPEA'.'I ALLIA'.'ICE SYSTEM, 1914 322
j\,fAP 11.l T HE GREAT \ •VAR I:'< EuROPE A'.'10 T HE i\1100L£ EAST 340

i\1AP 11.2 T H E BR ITISH E~IPIRE IN 1920 A'.'10 THE D IVIS ION OF T HE

OTTOMAN EMPI R£ FOLLOW ING THE GR£AT \ •VAR 352

i\1AP 12. 1 THE PART ITION OF 1R£LA'.'10, 1922 366
i\1AP 13. 1 THE SECOND \ •VORLO vVAR I:'< E u ROPE, T HE J.•[ 100LE EAST ,

ANO NORT H AFR ICA 397

i\1AP 14. [ 0£COLON l 2AT ION AFT ER 1945 428

i\1AP 14.2 THE PARTIT IO'.'I OF l NOI A, 1947 429

i\1AP 15. 1 A D 1v 10Eo K 1:-;coo~11 476
l'.'IS IOE BACK COV£R T HE COMMON\VEALTH OF NATIONS
 ACKNOWLEDGMENTS

I came to this project through the good offices of Bill Spellman, an old friend
from undergraduate days who sought me out as a coauthor on a potential
British history textbook. Bill was unable to continue with the work, but he got the
ball rolling and established the theme of the book. Most important, he intro-
duced me to Charles Cavaliere at Oxford University Press. Charles has been the
best kind of editor throughout the development and writing of A New History of
Britain since 1688: Four Nations and an Empire. Always responsive to my ques-
tions, amenable to my suggestions and helpful with his own, flexible about
changes to the structure of the book, encouraging and generous in his praise, he
also d id not flinch from offering a gentle "not your best work, Susan" when it was
called for. All authors should be so lucky as to have an editor like Charles. I have
enjoyed every minute of our collaboration together.
OUP rounded up a group of external readers who individually and collectively
provided invaluable criticism and offered crucial suggest ions for improving the
textbook. Fred F. Beemon, Arianne Chernock, Jonathan Rose, Tracey Cooper,
Geoffrey W. Clark, Christopher Ferguson, Julie Ann Taddeo, Kristen Walton,
Moira Egan, and Charles K. Matthews read the original proposal and helped to
give it shape and greater coherence. Julie Ann Taddeo, William K. Storey, Pat-
rick McDevitt, Marc Matera, Lydia Murdoch, and an additional anonymous re-
viewer read the first draft of the manuscript, bringing their expertise to bear on a
variety of issues. They identified weaknesses and proposed solutions; they cor-
rected errors and recommended alternative approaches and interpretations.
Their comments and criticisms-the sheer amount of time they put into the
manuscript!--made this a far better book. Many of the strengths of the book
xix
xx I Acknowledgments

derive from the contribut ions of th is extraordinary group of readers, and I am

most grateful to all of them. Antoinette Burton, Arianne Chernock, and Michael
De Nie read the final draft of Four Nations and an Empire and offered generous
comments. Many, many thanks to you all.
The staff at OUP have worked hard to ensure that this textbook sees the light
of day. I owe thanks to Lauren Aylward and Michelle Koufopoulos for their early
assistance on the project and to Lynn Luecken, who took over from them. Dave
\.Yelsh oversaw a challenging production process and Susan Brown copyedited
the manuscript with care; they went above and beyond the ordinar y copyediting
chores to produce a handsome book.
The Center for Humanities and the Arts at the University of Colorado, under
the leadership of Helmut Muller- Sievers and the admin istration of Paula Ander-
son, and Todd Gleeson and Steve Leigh, former dean and dean of the College of
Arts and Sciences, respectively, provided funding and accommodations in
London that helped me to complete the book. Their support of the work of our
Humanities faculty at CU has been impressive. Lucy McCann, head archivist at
the Bodleian Librar y of Commonwealth and African Studies at Rhodes House,
Oxford, introduced me to her valuable collection, from which I was able to use a
number of images.
Colleagues and friends have contributed to this book in important ways.
I thank Myles Osborne, Paul Hammer, Virginia Anderson, Fred Anderson, Mithi
Mukherjee, Antoinette Burton, Aaron Windel, and Patrick Tally for their help
with matters large and small. Marc Matera is always a fount of good humor and
great conversation about British and global history; he inspires me to think
bigger. My graduate students at the University of Colorado have kept me on my
toes with their keen questions and insights. Alastair Bellany, the author of the
first volume of A New History of Britain, came up with terrific ideas about the
format of our textbook. Carol Byerly, Lil Fenn, and Peter Wood listened patiently
as I went on and on about my most recent finds. In addition to their friendship, I
cherish their good natures, sharp minds, and lively enthusiasm for all things
historical.
As always, Anne Davidson has been my anchor. She is kind, loving, unflap-
pable, and funny. She brings me tea. I can only do what I do because of her pres-
ence in my life.
I dedicate this textbook to Bonnie Smith, in hopes of conveying in some small
measure the depth of my appreciation and gratitude for all that she has been and
done for me over the course of my career. She has been a generous critic, a stout
champion, and an unfailing guide. But above all she has given me the gift of her
warm and unst inting friendship, which I count among my treasures.
 ABOUT
THE AUTHOR

SUSAN KINGSLEY KENT is Professor of Distinction in the History Depar tment at

the University of Colorado, Boulder. Her publications include Sex and Suffrage in
Britain, 1860-1914 (1987); 1\1aking Peace: The Reconstruction ofGender in Intenvar
Britain (1993); Gender and Power in Britain, 1640-1990 (1999); Aftershocks: Poli-
tics and Traurna in Interwar Britain (2010); Tlie Global Flu Pandetnic of 1918-1919
(2012); The Wo,nen's War of 1929: Gender and Violence in Colonial Nigeria (2011),
with Misty Bastian and Marc Matera; Gender and History (2011); Africans and
Britons in the Age of Empires, 1660-1980 (2015), with Myles Osbor ne; and Queen
Victoria: Gender and Ernpire (OUP, 2015). In addition, Professor Kent is the author
of an e-text with Great River Technologies entitled The History of Western Civili-
zation since 1500: An Ecological Approach. She is currently at work on a histor y of
the global 1930s with Marc Matera and a book on gender in world histor y.

xxi
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 MARY AGNES SNIVELY LADY SUPERINTENDENT, TORONTO
GENERAL HOSPITAL
 The Canadian Nurse A QUARTERLY JOURNAL FOR THE
NURSING PROFESSION IN CANADA VoOLer. TORONTO, MARCH,
1905. No. 1 THE TORONTO GENERAL HOSPITAL TRAINING SCHOOL
FOR NURSES. When we remember that the graduates of the Toronto
General Hospital Training School for Nurses now number over four
hundred, it seems difficult to realize that less than a quarter of a
century has elapsed since any organized system of training existed
in connection with the largest hospital in Canada. ? The nurses
employed in this institution were women of the type found in
hospitals on both sides of the Atlantic prior to the establishment of
nursing schools. Educational qualifications not being considered
essential in those who looked after the sick, most of the nurses were
illiterate, and if tradition is to be relied upon, intemperate as well, to
say nothing of' the impression that prevailed amongst these strong-
minded women as a class, that to be a good nurse always implied
that one must be a strict disciplinarian. As a remuner_ation for her
services, each nurse received nine dollars per month, together with
her board, lodging and a daily allowance of beer. They occupied bed-
rooms opening into the wards of which acy had charge, and each
nurse carried her knife, fork and spoon in her pocket. Later, when
the allowance of beer was cancelled, and tea substituted as a
beverage, they were given an additional dollar monthly, as a
compensation for the loss of the beer. But salutary changes had
been introduced into Bellevue Hospital, New York, eight years
previously, and also into the Massachusetts General, Boston, and
had been attended with such marked improvements in hospital
nursing that the authorities finally decided to organize a school for
nurses in connection with the General Hospital, Toronto. It will
readily be understood that much tact and consideration was required
in dealing with those who had heretofore considered that nursing
was their own especial province, and would doubtless be disposed to
regard any radical change in _ this department with disfavor. 6: 2 \4
a 4u\ A | ou nd? eT
 C35 8 THE CANADIAN NURSE. ¥,172 COl 2 But the spirit of
reform was abroad, and consequently in April, 1881, the entire
nursing staff, which consisted of seventeen nurses then on duty in
the hospital, were invited .to be present at a meeting held in the
hospitai amphitheatre for the purpose of hearing the question fully
discussed. Several addresses were delivered, in which the nurses
were told that a training school was to be organized. Then all
present were offered the, privilege of being enrolled as nurses in
training, on the following conditions: They were expected to agree
to remain two full years in the hospital, and at the expiration of that
time, pass an oral examination before a board of examiners. Those
who fulfilled these conditions were promised a certificate of
qualification in nursing, signed by the authorities and by the
examiners, and also a silver badge. So far as any record exists of
this memorable day which: inaugurated the beginning of trained
nursing in the Dominion of Canada in connection with this hospital,
only five of those present agreed to accept the conditions offered. It
is true that during the intervening time,. many additions were made
to this number, but at the expiration of two years, viz., in 1883, only
five nurses were presented with the much-coveted and hardearned
certificate and badge, granted by the authorities. The uniform at this
time consisted of a dress of washing material for morning wear,
made “ Princess”’ style, with a long train, and for afternoon wear, a
gray serge with a bow of blue ribbon at the throat. Under the most
favorable circumstances the progress of reform is slow. It is not
surprising, therefore, that though improvements marked each
succeeding year, this infant training school, subject as it was to
adverse winds in the shape of repeated changes of its chief officer,
or superintendent, and a somewhat impoverished exchequer, should
have experienced many difficulties. _ The first superintendent was
an English lady, Miss Harriet Goldie, who had already been matron of
the hospital for about six years. Her health failing nearly two years
later, her assistant, Mrs. Fulford (nee Starry), a graduate of an
English hospital, was appointed to the position, and remained for
about six months, to be followed in March, 1884, by Miss Lucy V.
Pickett, a graduate of the Massachusetts General Hospital, Boston,
Mass. Miss Pickett resigned in October of the same year, having held
the position only eight months. At this period the nurses occupied
rooms situated in various parts of the hospital. They slept on straw
beds without springs. Their dining-room was in the basement of the
hospital, opposite the engine-room, and they not only served the
meals in the wards, but washed the dishes as well. In addition to an
afternoon off duty each week, the nurses were also allowed one-half
—
 THE CANADIAN NURSE. 9 of each alternate Sabbath. There
were twenty-seven nurses in training and seven graduate nurses in
charge of wards. About this time a large parlor was furnished for
their use, but the furnishing did not include the piano, which was a
rented one; each nurse being expected to contribute a small sum
monthly for the purpose of defraying this expense. On December Ist,
1884, the present superintendent, a Canadian, who two years
previously had entered Bellevue Hospital, New York, for the express
purpose of fitting herself for a hospital position in her native land,
began her work. Mary AGNES SNIVELY. (To be continued. ) THE
NURSE AND THE PUBLIC. Trained nurses are regarded by the public
with very mixed feelings. As a class their position, and the good they
do in the hospital is now unquestioned, although individuals may be
prejudiced against some particular nurse and her ways. But outside
the hospital the trained nurse is still regarded as a not altogether
unmixed blessing, and the public will need several more years of
education—in which, perhaps, proper legislation by which the
standard requirements for members of the profession will be more
precisely defined, will be of no little assistance— before they can be
brought to thoroughly appreciate her position or the relative value of
the services. of the trained nurse, and those of the untrained
attendant and the well-meaning, enthusiastic, but untaught amateur.
But meanwhile there is much that every individual graduate can do
in a quiet way to influence the tide of public opinion. Nor would it be
reasonable for us to look upon legal registration or other legislative
enactments as a panacea for the present unsatisfactory condition of
affairs, for always, as now, it will largely rest with ourselves what
status we and our work are to hold in the eyes of the public at large.
The _ trained nurse, then, should teach those with whom she is
brought into contact to expect of her the same high order of
services, though of a different nature, that is demanded of the
physician; and her instruction must take the form not of words, but
of thorough work, and the most exemplary personal conduct. She
should practically demonstrate to them that apart from the fact that
trained skill may be the means of saving life when a cheap and
incompetent attendant might fail through inexperience, the
acceptance of her services, even when the
 10 THE CANADIAN NURSE. highest fees are demanded,
constitute a real economy, because where there is intelligent and
efficient nursing, many visits of the physician which would otherwise
be necessary, can be dispensed with; while, at the same time, far
greater comfort to the patient is ensured, and his recovery is
rendered much more rapid with the result that the expenses of
illness are curtailed. Only after a long series of such results can the
public ever be expected to appreciate the fact.that what is the best
is always the cheapest in the long run. As an educator in the laws of
health and right living the nurse is gradually assuming her proper
place, so that people are beginning to rely upon her cooperation to
aid in preventing the spread of contagious disease by her timely
precautions in places where she discovers its existence. By the way
in which she does her work in the house in which sickness is present
she can teach the principles of home nursing, and certain of the laws
of health as regards proper clothing, the best methods of preparing
food most suitable to the various conditions existing in health and
disease, how to recognize certain adulterations of the more common
articles of diet, how to guard against infectious disease, and how to
meet emergencies. As a profession, as times goes, we shall more
and more be called upon to arrange organized nursing forces with
which to aid in meeting any great public calamity or violent epidemic
of disease; while, at the same time, each individual nurse is
expected to do her share on all occasions where her presence is
required, even at any risk to her life. Such are some of the
responsibilities towards the public which every graduate takes upon
herself—responsibilities which call for a special fitness to be
supplemented by a special training. And after years of toil, after
nurses as individuals, and as a united profession have shown
themselves to be necessary for the public welfare, it will most
assuredly come about that more and more people will come to the
conclusion that capability in nursing does not come by chance, and
that a natural liking must be supplemented by.education and
practical training; they will gradually appreciate the fact that a
trained nurse has spent time, money and much physical effort in
acquiring her education, that the mental and physical strain of the
work are more arduous than perhaps any other kind of work done
by women, and, therefore, that this expenditure deserves suitable
recognition at their hands. The friends of the sick will understand
that she nurses a succession of patients, not only one in a lifetime,
and that if she exhausts all her latent energies on their dear one by
devoting herself day and night to caring for him without proper rest,
food and exercise, she will be in no possible condition to go on to
some other sufferer, and do equally well; and that if she makes the
attempt too often she finally ends in breaking down physically so as
to be obliged to discontinue her
 THE CANADIAN NURSE. | 11 work, so that the public loses
the services of a valuable public servant through its own selfishness
and thoughtlessness in overtaxing her. Moreover, as time goes on
those who were ever ready to criticize her efforts and to treat her as
an interloper, will gradually learn that the world is better and happier
from her presence, and that absolute perfection and flawless work
should not be demanded at all times from nurses while they remain
mere human beings. On the other hand, those friends whose
appreciation has often been shown by a not always wise enthusiasm
may come to appreciate the fact that the best of us are liable to
have our heads turned by too much adulation. Nor will her name
always be associated with sickness only, for in a majority of the
movements for the betterment of the masses the training of the
nurse will fit her to take a useful share. It is only by utilizing all the
means at our disposal and by a ‘Steady application, which is ever
seeking to add to our known resources others which are gradually
being developed, above alt it is only by doing our work for the
work’s sake, that we can hope to obtain the best and the most far-
reaching results, and cause our chosen profession to stand out as a
beacon, ever kept bright by the light of our choicest personal
endeavors which will cause it to shine with a penetrating and
attractive light, towards which all, who, when in physical and mental
suffering, need to be ministered unto, may turn with the full
assurance that they will not do so in vain. | IsABEL HAMPTON-ROBB.
PRACTICAL POINTS IN EMERGENCY NURSING. Presence of mind,
good judgment, promptness of action and the ability to make use of
the material at hand are essential qualities in the treatment and
nursing of emergency cases. Tanner says, never to wait for a
remedy, however perfect, if an imperfect one is at hand. That is best
which is readiest, the grand rule being to lose no time. Every case
presents its individual points; to see at a glance | what is required,
to place the patient in the position of greatest ease, to handle with
skill and care, to speak in an assuring manner, and to anticipate the
wants of the surgeon or physician, is a large part of the routine work
in an Emergency Hospital. The ambulance comes to the door, the
stretcher is brought in with a man lying on it unconscious, livid in
color, a slow pulse, heavy breathing and a strong odor of alcohol.
The orderly summons the House Surgeon, the nurse places the
stomach tube
 12 THE CANADIAN NURSE. in a basin of warm boracic
solution, has an empty basin, a jar of sterilized vaseline, a pitcher of
warm water, and a couple of clean towels in readiness at once.
Before removing him from the ambulance stretcher the patient’s
stomach is thoroughly washed out. If he is still unconscious he is put
in bed, turned on his side—never leave an unconscious patient alone
lying on his back—well covered with blankets and is allowed to sleep
it off; when he will go on his way “to return again some other day.”
Unconsciousness may be produced by something more diffcult to
deal with than alcohol, say carbolic: acid, opium, gas poisoning, etc.
The stomach pump, whiskey, the hypodermic syringe, strychnia,
atropine, a pitcher of saline and a rectal tube are again in readiness.
If it be a gas poisoning, a bed is prepared in front of an open
window and the air allowed to blow directly upon the patient; care
being taken to close the window when a sweat comes on. There is a
hurried ring at the door, a man comes in sath a white and frightened
face, and says, “ Oh, I have killed myself, I have just taken a dose of
iodine by mistake!” The word iodine is no sooner mentioned than the
nurse mixes a tablespoonful of corn starch in cold water, fills up the
glass and tells him to drink that down, and he will be all right; and
he likely will be, after his stomach has been well lavaged. A burnt
hand is plunged into boracic solution 1-40, the patient told to sit
down and keep it there until the “ fire” is out of it, the solution being
kept cold in the meantime. With a badly burned foot and leg the
patient is put at once to bed, the clothing on the injured side ripped
up, some yards of sterilized lint wrung out of boracic solution and
wrapped around the burned part; this is covered with oiled muslin.
The foot and leg is slung ina cradle, by means of a many-tailed
bandage, and cold boracic poured in about the part every fifteen or
twenty minutes until the pain has ceased. For a burn of a large area
the patient is put immediately to bed, the clothing cut off and the
dressing applied as quickly as possible, namely, wet boracic to the
extremities, and a greasy dressing to the trunk and face. A burn
from a strong acid is covered with a wet dressing of a saturated
solution of soda bicarbonate, whereas a burn from an alkali, such as
liquor ammonia fort, caustic potash or soda, is treated with vinegar
and water. ; When an artery is cut, and has been dressed with a
dirty handkerchief covering the wound, and a string tied around the
limb, the nurse first applies the tourniquet, then cuts the string,
removes the handkerchief and wraps the wound in a warm bichloric
towel, while basins and tables are got in readiness for the further
dressing. For a mangled foot or hand, or a limb that has come in con

 THE CANADIAN NURSE. 13 tact with the deadly “planer,”
the patient is lifted off the stretcher on the long dressing table, the
clothing cut well away from the injured part, the regular tourniquet
replacing the one of rope or strap, a large white rubber sheet is
placed under the injured limb and over the well one. ‘The assistant
nurse gets out the anesthetic tray, places in position the tables,
basins, the instruments hurriedly sterilized by means of pure carbolic
and hot. sterile water, basins of warm solution with scrub brush and
green soap and gasoline to cleanse the part. While the staff surgeon
and first house surgeon are scrubbing up and getting into sterile
gowns, the assistant house surgeon begins the anesthetic, the head
nurse commences the cleaning of the limb, gently, with downward
strokes of the brush, soft sponge and warm solution. A warm
blanket covered with a sterile sheet is thrown over the body of the
patient.. Plenty of dry and wet sterile towels are on hand, and in
almost less time than it takes to tell the limb is ready for amputation,
if necessary. There is no such luxury as a first, second and third
nurse in an emergency dressing: room. One nurse has frequently to
manage a major ‘operation. She succeeds by prompt watchfulness in
keeping instruments, sponges and solutions at the surgeon’s right
hand, and anticipating what is to be required, or, in other words,
keeps one step ahead of the surgeon, and not one step behind him.
An emergency nurse must be an expert bandager. She must know
how to pad a splint neatly and evenly, and how to apply the same;
to apply a “ scotch-sheet ”’ for a fractured femur and fit it like a
glove; to make pressure for venous and _ arterial hemorrhage with a
knotted or figure of eight bandage; to make pressure and give
support in sprains and contusions; and to apply the bandage always
so that it will give the greatest comfort and stay on for days or
weeks if necessary. Emergency work is a broad subject. A volume
could be written upon it. A few years spent in a hospital devoted
exclusively to first aid, and where hundreds of cases pass through
the dressing room every month, will give an all round and a liberal
education. ELIZABETH CAMPBELL GORDON. JOY in one’s work is the
consummate tool without which the work may be done indeed, but
without which the work will always be done slowly, clumsily, and
without its finest perfectness. — Phillips Brooks. |
 14 THE CANADIAN NURSE. THE MEANING AND BENEFITS
OF STATE REGISTRATION. The subject of State Registration for
Nurses has been discussed much of late by those prominent in the
nursing world. In Great Britain and Ireland it is a burning question.
In the United States they have succeeded in having bills passed in
several States; and in a number more they hope to record a victory
within the next few months. In South Africa legal recognition was
given to nurses in. 1891. In Igor a good bill was passed in New
Zealand. It is, we think, high time that the ntirses of Canada began
seriously to consider this most important subject. In nothing that
concerns the best interests of our calling would we lag behind our
sisters of other lands. For a long time there has been a growing
feeling that something should be done to mark the difference
between properly trained nurses, and those who are only partially or
very indifferently trained. By a properly trained nurse is meant one
who thas had good practical experience in a hospital which under_
takes the care of medical, surgical, gynecological and obstetrical
cases. Besides the constant nursing of these cases, with daily .
bedside instruction, there must be lectures on these and other
subjects by. physicians who are considered authorities. Much private
study must also be given to the manuals written for | murses on
anatomy, physiology, hygiene, materia medica, dietetics and the
science of nursing. The nurse must be thoroughly up an the manner
of preparing patients for operation, and also understand how to wait
on the surgeon during operations. ' For this mass of work the study,
the lectures, the diet kitchen, the operative technique, and last, but
by no means least (in fact, first in importance), the daily nursing in
the hospital wards; certainly no less than two years are required.
Many of the best schools now say three. The holidays are so short
that this means about thirty-three months of constant and very
arduous work, which equals four years of university work in time and
in stress. Now, contrast with_this the training given in some so-
called ‘schools of nursing, where the whole course (one year) might
be taken, and a certificate granted, to a girl who had never seen the
inside of a hospital, or had anything to do with a serious case of
sickness. The instruction is all given by correspondence; at the end
of a year certain questions are written, and if properly answered
(and a good sum of money paid to this “ nursing school”) a
certificate is granted, and this girl is turned out a “ trained nurse.’
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