(This book was originally published prior to 1923, and rep...)
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(This book was originally published prior to 1923, and rep...)
This book was originally published prior to 1923, and represents a reproduction of an important historical work, maintaining the same format as the original work. While some publishers have opted to apply OCR (optical character recognition) technology to the process, we believe this leads to sub-optimal results (frequent typographical errors, strange characters and confusing formatting) and does not adequately preserve the historical character of the original artifact. We believe this work is culturally important in its original archival form. While we strive to adequately clean and digitally enhance the original work, there are occasionally instances where imperfections such as blurred or missing pages, poor pictures or errant marks may have been introduced due to either the quality of the original work or the scanning process itself. Despite these occasional imperfections, we have brought it back into print as part of our ongoing global book preservation commitment, providing customers with access to the best possible historical reprints. We appreciate your understanding of these occasional imperfections, and sincerely hope you enjoy seeing the book in a format as close as possible to that intended by the original publisher.
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( This work has been selected by scholars as being cultur...)
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Mary Adelaide Nutting was born on November 1, 1858 in Frost Village, Quebec, Canada. She was the fifth of six children and the first of two surviving daughters of Vespasian Nutting and Harriet Sophia (Peaseley; earlier, Peaselee) Nutting, both of English Loyalist stock.
In 1861 the family moved to nearby Waterloo, where the children attended the village academy as their parents struggled to supplement Nutting's slender income as court clerk. After two years at a convent school in St. Johns, Newfoundland, and at Bute House in Montreal, Adelaide Nutting lived at home, first in Waterloo, then, after 1881, with her mother and younger siblings in Ottawa.
In the summer of 1889, when a training school for nurses was opened at Johns Hopkins Hospital in Baltimore, she joined the first class of fourteen students. She graduated in 1891.
Nutting taught music for a year at the Cathedral School for Girls in St. Johns, where her sister was principal. She later gave piano lessons in Ottawa.
The seeds of her interest in nursing, then in its professional infancy, lay in her absorption in the life of Florence Nightingale and in a sense of incompetence that haunted her after the months of attending her mother, who died in 1884. Nursing ripened into an ambition for her as her two closest siblings married in 1885 and 1888, while she found herself unwilling similarly to forfeit her independence.
She worked as head nurse on various Hopkins services. In 1893 she was appointed assistant superintendent and the following year succeeded Isabel Hampton as superintendent of nurses and principal of the training school, a position then including school administration as well as direction of hospital services. At this critical period in the development of nursing, working alongside the great experiment in medical education marked by the opening of the Johns Hopkins Medical School in 1893, Adelaide Nutting began her efforts to transform training schools from hospital service adjuncts into educational institutions.
In late 1895 she submitted to the trustees plans for a three-year nursing curriculum, calling also for an eight-hour day and no stipends for students. As justification for this proposal, she presented "A Statistical Report of Working Hours in Training Schools, " which showed that training schools were largely exploitative rather then educational: without the preliminary instruction typical of other professional training, student nurses were plunged immediately into ward duties, being expected to pursue their studies outside of work hours, which ranged from 60 to 105 a week. Sometimes called the "Magna Carta of nursing, " this "Hours of Duty" paper established her leadership in nursing and unveiled the telling use of carefully compiled statistics, a Nutting hallmark.
Although she never achieved the eight-hour day for Hopkins student nurses, her three-year curriculum was adopted, together with the abolition of stipends and substitution of scholarships for worthy and needy students.
In 1901 she inaugurated a six-month preliminary period of study in anatomy, physiology, materia medica, hygiene, and elements of practical nursing, one of the earliest preparatory courses in America and by far the most comprehensive at that time.
Commuting between Baltimore and New York, she taught part-time from 1899 until 1907, when she assumed the duties of full professor at Teachers College, the first nurse to hold such a university appointment. Initially professor of institutional management, she eventually devoted herself solely to nursing education. As chairman of the department of nursing and health established in 1910 (according to Russell, "one of the ablest men of either sex" on the Teachers College faculty), she designed programs in hospital administration and nursing education, shaping them, as she had the Baltimore school, within her humanistic concept of nursing as a crossroads for medicine, natural science, and social service. Both schools bore the imprint of her sharp appreciation of the nurse's teaching role in the new field of public health work.
At her retirement in 1925, the department of nursing and health had become an international center for nursing education, awarding bachelor of science and master's degrees, and boasting many graduates who became deans of university nursing schools and directors of graduate departments.
During World War I Adelaide Nutting led the committee on nursing of the General Medical Board of the Council of National Defense, which channeled recruitment efforts through the Vassar Training Camp, the Army School of Nursing, and the Student Nurse Reserve. Every significant nursing study published in the early 1900's was associated in some way with Adelaide Nutting: her own Educational Status of Nursing (U. S. Bureau of Education, 1912), the first comprehensive study of American nursing and one of the "seven historic publications by which the nursing profession now measures its progress"; the Standard Curriculum for Schools of Nursing (1917), prepared by the education committee of the National League of Nursing Education, of which she was chairman 1903-1921; and the historic Winslow-Goldmark report, Nursing and Nursing Education in the United States, produced in 1923 by the Rockefeller Commission for the Study of Nursing Education, of which she was a member, a model for professional development. The core of her farsighted concern for nursing serves as the title of a collection of her writings, A Sound Economic Basis for Schools of Nursing (1926).
In 1906, under a commission from the Johns Hopkins nursing alumnae, Cecilia Beaux re-created her chestnut hair and dark, wide-set blue-gray eyes in a portrait revealing both the strength and the sensitivity of her early maturity; a second likeness, painted in academic robes by Stanislav Rembski in 1932, is at Teachers College.
Among Nutting's proudest achievements was the nursing library she assembled at Johns Hopkins, from which she drew materials for her four-volume History of Nursing (1907 - 1912), written in collaboration with Lavinia Dock. During her Hopkins years she took part in almost every effort to establish standards for nursing and nursing education. An early member of the American Society of Superintendents of Training Schools for Nurses of the United States and Canada (later, the National League of Nursing Education), she was twice its president (1896 and 1909). She was also a founder of the American Journal of Nursing (1900) and of the Maryland State Association of Graduate Nurses, of which she was the first president (1903). She helped draft the Maryland Registration Act, governing the practice of nursing and was active in securing its legislative passage (1904). Among her honors were the Liberty Service Medal of the American Social Science Association (World War I); an honorary Master of Arts conferred by Yale University in 1922 with a citation to "one of the most useful women in the world"; the Mary Adelaide Nutting Award for leadership in nursing education, created by the National League of Nursing Education in 1944; and the honorary presidency of the Florence Nightingale International Foundation (1934).
(This book was originally published prior to 1923, and rep...)
(This book was originally published prior to 1923, and rep...)
( This work has been selected by scholars as being cultur...)
While remaining a Canadian citizen, she admired the United States and followed politics closely, describing herself in 1914 as a Progressive.
Nutting believed that education for nurses, as for doctors, lawyers, and engineers, should be university affiliated. When she was unable to implement this concept at Johns Hopkins, she helped persuade James E. Russell, dean of the newly established Teachers College at Columbia University, to institute an experimental course in hospital economics and to admit nurses to existing courses that might be useful to teachers and administrators in the nursing field.
Nutting was a member of the Equal Franchise Society and the Woman Suffrage party.
Physically frail and often ill, Nutting felt driven, by the trust others placed in her, to surpass what she conceived to be her natural limitations. She was self-disciplined to the point of austerity, inspiring awe--sometimes fear--in students and respect in colleagues. Although her independence and perfectionism occasionally caused friction, the broad range of her mind attracted friends from many walks of life. Conscientiously self-educated, she avidly read history and literature and pursued her interest in music and art.
