Test Bank for Fundamentals of Nursing Care Concepts Connections and Skills: Burton

Test Bank for Fundamentals of Nursing Care Concepts

Connections and Skills: Burton
Full download chapter at: https://testbankbell.com/product/test-bank-for-fundamentals-of-nursing-care-concepts-connections-
and-skills-burton/

Chapter 1. The Vista of Nursing

MULTIPLE CHOICE

1. The nurse is educating a nursing student about nursing history. The nurse teaches the nursing student that throughout ancient
history, nursing care was provided by family members and
A. Nurses.
B. Physicians.
C. Male priests.
D. Female priests.
ANS: C

Feedback
A Through ancient history, nursing care was provided by family members and
male priests.
B Through ancient history, nursing care was provided by family members and
male priests.
C Through ancient history, nursing care was provided by family members and
male priests. Chapter Objective: Trace the providers of nursing care from
ancient history until the mid-1800s.
D Through ancient history, nursing care was provided by family members and
male priests.

PTS: 1 REF: Chapter: 1 | Page: 4 OBJ: Chapter Objective: 1-2

KEY: Content Area: Nursing History | Integrated Process: Teaching and Learning | Client Need: Safe and Effective Care Environment |
Cognitive Level: Application

2. The nurse teaches a student nurse about the history of nursing. The nurse informs the student nurse that in 1836, the first school of
nursing was established in Kaiserworth, Germany by
A. Jean Watson.
B. Clara Barton.
C. Theodore Fliedner.
D. Florence Nightingale.
ANS: C

Feedback
A Jean Watson developed a theory based on caring in 1979.
B Clara Barton cared for soldiers during the U.S. Civil War and was the first
president of the Red Cross Association, now the American Red Cross.
C In 1836, the first school of nursing was established in Kaiserworth, Germany, by
Pastor Theodore Fliedner. Many women, including Florence Nightingale, were
educated at this school. Chapter Objective: Trace the providers of nursing care
from ancient history until the mid-1800s. Chapter Objective: Summarize the
development of modern nursing.
D Florence Nightingale attended the Kaiserworth School in Germany in 1851.

PTS: 1 REF: Chapter: 1 | Page: 4

OBJ: Chapter Objectives: 1-2| Chapter Objectives: 1-3
KEY: Content Area: Nursing History | Integrated Process: Teaching and Learning | Client Need: Safe and Effective Care Environment |
Cognitive Level: Application

Copyright © 2013 F. A. Davis Company 1

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 3. The nurse educates the student nurse that in 1897, the Nurses Associated Alumnae of the United States was formed in an effort to
A. Set standards and rules in nursing education.
B. Keep nurses aware of the newest medical information.
C. Oversee training to protect patients from incompetent nurses.
D. Keep nurses updated on the newest information about nursing education.
ANS: C

Feedback
A The American Society of Superintendents of Training Schools for Nurses, which
later became the National League for Nursing Education, was established to set
standards and rules in nursing education and continues in that function today.
B The American Journal of Nursing was published to keep nurses aware of the
newest medical information and newest information about nursing education.
C In 1897, in Baltimore, Maryland, the Nurses Associated Alumnae of the United
States was formed in an effort to oversee training to protect patients from
incompetent nurses. Chapter Objective: Summarize the development of modern
nursing. Chapter Objective: Describe the history of nursing, both at the
LPN/LVN level and the RN level.
D The American Journal of Nursing was published to keep nurses aware of the
newest medical information and newest information about nursing education.

PTS: 1 REF: Chapter: 1 | Page: 4

OBJ: Chapter Objectives: 1-3| Chapter Objectives: 1-4
KEY: Content Area: Nursing History | Integrated Process: Teaching and Learning | Client Need: Safe and Effective Care Environment |
Cognitive Level: Application

4. A nursing instructor is a member of the National League for Nursing. The purpose of this professional organization is to
A. Set standards and rules in nursing education.
B. Keep nurses aware of the newest medical information.
C. Oversee training to protect patients from incompetent nurses.
D. Keep nurses updated on the newest information about nursing education.
ANS: A

Feedback
A The American Society of Superintendents of Training Schools for Nurses, which
later became the National League for Nursing Education, was established to set
standards and rules in nursing education and continues in that function today.
Chapter Objective: Describe the history of nursing, both at the LPN/LVN level
and the RN level.
B The American Journal of Nursing was published to keep nurses aware of the
newest medical information and newest information about nursing education.
C In 1897, in Baltimore, Maryland, the Nurses Associated Alumnae of the United
States was formed in an effort to oversee training to protect patients from
incompetent nurses.
D The American Journal of Nursing was published to keep nurses aware of the
newest medical information and newest information about nursing education.

PTS: 1 REF: Chapter: 1 | Page: 5 OBJ: Chapter Objective: 1-4

KEY: Content Area: Nursing History | Integrated Process: Teaching and Learning | Client Need: Safe and Effective Care Environment |
Cognitive Level: Application

5. The nursing instructor teaches a group of nursing students that all states required practical nurses to be licensed in the year
A. 1940.
B. 1945.
C. 1950.
D. 1955.
ANS: D

Feedback
A It was not until 1955 that all states required practical nurses to be licensed.
B It was not until 1955 that all states required practical nurses to be licensed.
C It was not until 1955 that all states required practical nurses to be licensed.
D It was not until 1955 that all states required practical nurses to be licensed.
Chapter Objective: Describe the history of nursing, both at the LPN/LVN level
and at the RN level.

PTS: 1 REF: Chapter: 1 | Page: 6 OBJ: Chapter Objective: 1-4

KEY: Content Area: Nursing History | Integrated Process: Teaching and Learning | Client Need: Safe and Effective Care Environment |
Cognitive Level: Comprehension

Copyright © 2013 F. A. Davis Company 2

 6. The nursing instructor teaches a class of student nurses that the title Licensed Practical Nurse, or LPN, is used in all states except
California and
A. Texas. B.
Maine. C.
Alaska. D.
Arizona.
ANS: A

Feedback
A The title Licensed Practical Nurse, or LPN, is used in all states except California
and Texas. Those states use the title Licensed Vocational Nurse, or LVN.
Chapter Objective: Define key terms associated with nursing practice. Chapter
Objective: Describe the history of nursing, both at the LPN/LVN level and at the
RN level
B The title Licensed Practical Nurse, or LPN, is used in all states except California
and Texas. Those states use the title Licensed Vocational Nurse, or LVN.
C The title Licensed Practical Nurse, or LPN, is used in all states except California
and Texas. Those states use the title Licensed Vocational Nurse, or LVN.
D The title Licensed Practical Nurse, or LPN, is used in all states except California
and Texas. Those states use the title Licensed Vocational Nurse, or LVN.

PTS: 1 REF: Chapter: 1 | Page: 6

OBJ: Chapter Objectives: 1-1| Chapter Objectives: 1-3
KEY: Content Area: Licensing | Integrated Process: Teaching and Learning | Client Need: Safe and Effective Care Environment | Cognitive
Level: Comprehension

7. The student nurse recognizes that the National Council Licensure Examination for practical nursing is
A. Taken in order to practice as a nurse.
B. Given as an entrance exam for nursing school.
C. Individualized based on where an examinee resides.
D. Taken in order to practice as a certified nursing assistant (CNA).
ANS: A

Feedback
A When students finish their educational program, they will take the NCLEX-PN
test to become licensed. Those letters stand for the National Council Licensure
Examination for practical nursing. Chapter Objective: Define key terms
associated with nursing practice. Chapter Objective: Differentiate four pathways
for entering nursing education.
B When students finish their educational program, they will take the NCLEX-PN
test to become licensed. Those letters stand for the National Council Licensure
Examination for practical nursing.
C The NCLEX-PN exam is standardized in all 50 states.
D When students finish their educational program, they will take the NCLEX-PN
test to become licensed. Those letters stand for the National Council Licensure
Examination for practical nursing.

PTS: 1 REF: Chapter: 1 | Page: 6

OBJ: Chapter Objectives: 1-1| Chapter Objectives: 1-5
KEY: Content Area: Licensing | Integrated Process: Teaching and Learning | Client Need: Safe and Effective Care Environment | Cognitive
Level: Application

8. The nurse recruiter interviews new graduate nurses for a staff nurse position. The nurse recruiter is seeking a graduatenurse who
has been educated more extensively on management and leadership. The graduate nurse who most likely fits this description is the
A. Diploma nurse.
B. Associate degree nurse.
C. Licensed vocational nurse.
D. Baccalaureate degree nurse.
ANS: D

Feedback
A Diploma program nurses are educated in hospital-based nursing education
programs, of which few remain.
B The associate degree nurse (ADN) is an entry educational level for registered
nurses.
C The licensed practical or vocational nurse (LPN/LVN) is the most basic of all of
the entry-level options for nurses.
D The focus of the nursing education of a baccalaureate degree nurse (BSN) puts
more emphasis on management and leadership than do the ADN and diploma
programs. Chapter Objective: Define key terms associated with nursing practice.
Chapter Objective: Differentiate four pathways for entering nursing education.

PTS: 1 REF: Chapter: 1 | Page: 7

OBJ: Chapter Objectives: 1-1| Chapter Objectives: 1-5
KEY: Content Area: Nurse Training | Integrated Process: Teaching and Learning | Client Need: Safe and Effective Care Environment |
Cognitive Level: Application

Copyright © 2013 F. A. Davis Company 3

 Another random document
un-related content on Scribd:
aspirations. In all his scientific researches he steadfastly
looked through nature up to nature's God. … Maintaining this
inflexible belief in God and revelation, and in the essential
unity of truth, Swedenborg, in his upward course, at last
reached the boundary line between matter and spirit. Then it
was that he entered on those remarkable experiences by which,
as he affirms, the secrets of the other world were revealed to
him. He declares that the eyes of his spirit were opened, and
that he had, from that time forward, conscious daily
intercourse with spirits and angels. His general teaching on
this subject is that the spiritual world is an inner sphere of
being,—not material, and in no wise discernible to natural
senses, yet none the less real and substantial,—and that it is
the ever-present medium of life to man and nature."

J. Reed,
Why am I a New Churchman?
(North American Review, January, 1887).

"The doctrine of Correspondence is the central idea of

Swedenborg's system. Everything visible has belonging to it an
appropriate spiritual reality. The history of man is an acted
parable; the universe, a temple covered with hieroglyphics.
Behmen, from the light which flashes on certain exalted
moments, imagines that he receives the key to these hidden
significances,—that he can interpret the 'Signatura Rerum.'
But he does not see spirits, or talk with angels. According to
him, such communications would be less reliable than the
intuition he enjoyed. Swedenborg takes opposite ground. 'What
I relate,' he would say, 'comes from no such mere inward
persuasion. I recount the things I have seen. I do not labour
to recall and to express the manifestation made me in some
moment of ecstatic exaltation. I write you down a plain
statement of journeys and conversations in the spiritual
world, which have made the greater part of my daily history
for many years together. I take my stand upon experience. I
have proceeded by observation and induction as strict as that
of any man of science among you. Only it has been given me to
enjoy an experience reaching into two worlds—that of spirit,
as well as that of matter.' … According to Swedenborg, all the
mythology and the symbolisms of ancient times were so many
refracted or fragmentary correspondences—relics of that better
day when every outward object suggested to man's mind its
appropriate divine truth. Such desultory and uncertain links
between the seen and the unseen are so many imperfect attempts
toward that harmony of the two worlds which he believed
himself commissioned to reveal. The happy thoughts of the
artist, the imaginative analogies of the poet, are exchanged
with Swedenborg for an elaborate system. All the terms and
objects in the natural and spiritual worlds are catalogued in
pairs."

R. A. Vaughan,
Hours with the Mystics,
book 12, chapter 1, (volume 2).

"It is more than a century since the foundation of this church

[the New-Church] was laid, by the publication of the
theological writings of Emanuel Swedenborg. For more than half
of that time, individuals and societies have been active in
translating them, and in publishing them widely. There have
been many preachers of these doctrines, and not a few writers
of books and periodicals. The sale of Swedenborg's writings,
and of books intended to present the doctrines of the church,
has been constant and large. How happens it, under these
circumstances, that the growth of this church has been and is
so slow, if its doctrines are all that we who hold them
suppose them to be? There are many answers to this question.
One among them is, that its growth has been greater than is
apparent. It is not a sect. Its faith does not consist of a
few specific tenets, easily stated and easily received. It is
a new way of thinking about God and man, this life and
another, and every topic, connected with these. And this new
way of thinking has made and is making what may well be called
great progress. It may be discerned everywhere, in the
science, literature, philosophy, and theology of the times;
not prevalent in any of them, but existing, and cognizable by
all who are able to appreciate these new truths with their
bearings and results. … Let it not be supposed that by the
New-Church is meant the organized societies calling themselves
by that name. In one sense, that is their name. Swedenborg
says there are three essentials of this Church: a belief in
the Divinity of the Lord, and in the sanctity of the
Scriptures, and a life of charity, which is a life governed by
a love of the neighbor. Where these are, there is the Church.
Whoever holds these essentials in faith and life is a member
of the New-Church, whatever may be his theological name or
place. Only in the degree in which he so holds these
essentials is anyone a member of that church. Those who,
holding or desiring to hold these essentials in faith and
life, unite and organize that they may be assisted and may
assist each other in so holding them, constitute the visible
or professed New-Church. But very false would they be to its
doctrines, if they supposed themselves to be exclusively
members of that Church, or if they founded their membership
upon their profession or external organization. For there is
no other true foundation for this membership than every man's
own internal reception of the essentials of the Church, and
his leading the life which its truths require."

T. Parsons,
Outlines of the Religion and Philosophy of Swedenborg,
chapter 14, section 5.

ALSO IN:
E. Swedenborg,
The four leading Doctrines of the New Church.

G. F. E. Le Boys Des Guays,

Letters to a Man of the World.
 B. F. Barrett,
Lectures on the New Dispensation.

SWITZERLAND, Libraries of.

See LIBRARIES, MODERN (page 2013).

{3807}

T.

TAORMINA.
TAUROMENION.

About 392 B. C. Dionysios, the tyrant of Syracuse, expelled

the Sikels, or natives of Sicily, from one of their towns,
Tauromenion (modern Taormina) on the height of Tauros,
overlooking the site of the old Greek city of Naxos, which
Dionysios had destroyed ten years before. He peopled the town
anew with some of his mercenaries; but after his death the
scattered Naxians were brought together in it, and made it
their home. "The city thus strengthened by new colonists grew
and prospered, and became specially remarkable for the wealth
of its citizens. Greek Tauromenion ran through the usual
course of a Sikeliot city in later times. Settled again by a
Roman colony, it lived on till the days of its greatest glory,
as the last of Sikeliot cities to hold out for Christ and
Cæsar against the assaults of the besieging Saracens. But even
that greater memory does not shut out the thoughts of the
stirring early days of the city. … The rocks and the heights
are there still, and not the rocks and the heights only. There
is the wall with the work of the Sikel and the Greek side by
side. There is the temple of the Greek changed into the church
of the Christian apostle of Sicily. There is the theatre, the
work of the Greek enlarged and modified by the Roman; the
theatre which, unlike those of Syracuse and Argos, still keeps
so large a part of its scena, 'and where we hardly mourn the
 loss of the rest as we look out on the hills and the sea
between its fragments. … The matchless site would be something
even without a story, but at Taormina the story is for ever
written on the site. On the long ridge of the town, on its
walls and gates, on the rocks on which it stands, on the
prouder rocks which rise above it, we may truly say that, of
all who have assailed or defended the mountain-city, alongside
of the names of Ibrahim and of Roger, the first names in the
long story of Tauromenion dwell there also."

E. A. Freeman,
History of Sicily,
chapter 11, section 2 (volume 4).

ALSO IN:
The Century,
September 1893.

TELEGRAPH, Invention of the Electrical.

See ELECTRICAL DISCOVERY AND INVENTION (pages 771-772).

T. O'Conor Sloane,
The Standard Electrical Dictionary
https://www.gutenberg.org/ebooks/26535

THIRTY YEARS WAR, The effects of.

See (in this Supplement)

GERMANY: A. D. 1648; also page 1484.

"TIPPECANOE AND TYLER TOO."

See UNITED STATES OF AMERICA: A. D. 1840 (page 3377).

----------TOLERATION, Religious: Start--------

TOLERATION, Religious: A. D. 1631-1661.
Denied in Massachusetts.

See MASSACHUSETTS: A. D. 1631-1636, to 1656-1661

(pages 2103 to 2109).

TOLERATION, Religious: A. D. 1636.

Established by Roger Williams in Rhode Island.

See RHODE ISLAND: A. D. 1638-1647 (page 2639).

TOLERATION, Religious: A. D. 1649.

Enacted in Maryland.

See MARYLAND: A. D. 1649 (page 2094).

TOLERATION, Religious: A. D. 1689.

Partial enactment in England.

See ENGLAND: A. D. 1689 (page 909).

TOLERATION, Religious: A. D. 1778.

Repeal of Catholic penal laws in England.

See ENGLAND: A. D. 1778-1780 (page 936).

TOLERATION, Religious: A. D. 1827-1829.

Removal of disabilities from Dissenters and Emancipation
of Catholics in England and Ireland.

See ENGLAND: A. D. 1827-1828 (page 952);

and IRELAND: A. D. 1811-1829 (page 1784).

TOLERATION, Religious: A. D. 1869.

Disestablishment of the Irish Church.

See ENGLAND: A. D. 1868-1870 (page 969).

TOLERATION, Religious: A. D. 1871.
Abolition of religious tests in English Universities.

See ENGLAND: A. D. 1871 (page 970).

----------TOLERATION, Religious: End--------

TORQUEMADA.

See INQUISITION (page 1751).

TRADE.

See (in this Supplement) COMMERCE.

TRADE-MARKS, Protection of.

See LAW, EQUITY: A. D. 1875 (page 1994).

TRADES UNIONS.

See SOCIAL MOVEMENTS:

A. D: 1720-1800 (page 2933), and after.

TSIAM NATION, The.

See TONKIN (page 3115).

TULANE UNIVERSITY, or University of Louisiana.

"This institution had its origin in certain land grants made

by the United States 'for the use of a seminary of learning.'
By an act of the General Government passed in 1806 one
township of land was granted for the above named purpose, and
in 1811 another township was added to this and both were
confirmed by an act (of 1824) which also authorized their
 location. The first movement toward the utilization of these
grants was made in 1845, when the following clause was adopted
in the amended Constitution: 'A university shall be
established in the city of New Orleans. It shall be composed
of four faculties, to wit: one of law, one of medicine, one of
natural sciences, and one of letters.' … The university was
chartered in 1847. … For many years the university received
but meagre support from the State. … By the Constitution of
1879 the institution was endowed permanently by authorizing
the sum of not more than $10,000 payable annually [for five
years] to the university. At the expiration of this period the
university was united with the Tulane University (in 1884).
Since that time no appropriations have been made by the
Legislature."

F. W. Blackmar,
History of Federal and State Aid to Higher Education
in the United States
(Bureau of Education, Circular of Information,
1890. number 1), pages 272-273.

TYPHOID FEVER, Appearance of.

See PLAGUE; 18TH CENTURY (page 2543).

U.

"UNCLE TOM'S CABIN," The effect of.

See UNITED STATES OF AMERICA: A. D. 1852 (page 3392).

-----------UNITED STATES OF AMERICA: Start--------

{3808}

UNITED STATES OF AMERICA: Historical Geography.

The historical geography of the United States possesses, in a
unique degree, a two-fold character. These divisions of the
subject are best described by the words exterior and interior.
While such a classification is, of course, inevitable in the
history of every nation, the fact remains that, with the
United States, these divisions stand in a different relation
to each other from any that appear usually in the historical
geography of other countries. The difference is chiefly one of
relative importance. The internal historical geography of the
Old World nations, barring the feudal period, involves so
largely questions concerning mere provincial administration
that it has no claim, from a geographical standpoint, to an
importance equal to the shifting of the great national
frontiers. Examples of this are found in the Roman and
Byzantine empires, and in the majority of the modern states.
In our own case however the order of interest is reversed. Our
internal geography has attracted the chief attention of the
student, not so much from the greater difficulty of the
subject as from its vast importance in the early history of
our government. It is not, indeed, too much to say that the
organization of the present government under the constitution
is an event of scarcely greater importance than the
determination of the final policy of the states and the nation
concerning the unoccupied western lands. It is this fact alone
which gives the higher degree of relative importance to our
internal historical geography. The general facts concerning
our external geography are quickly told. The outlines of the
entire subject are contained in the enumeration of the eight
cessions, as follows:

the original territory ceded by Great Britain at the

peace of Paris in 1783 (see page 3287);

the Louisiana purchase from France in 1803

(pages 2049, and 3327);

the acquisition of Florida from Spain by the treaty of 1819

(page 1154);

the admission of Texas in 1845 (page 3102);

the undisputed acquisition of the Oregon country by treaty

with Great Britain in 1846 (page 2402);

the first Mexican cession by the peace of Guadalupe

Hidalgo in 1848 (page 2175);

the second Mexican cession, known as the Gadsden purchase, in

1853 (page 133);

and the purchase of Alaska from Russia in 1867 (page 30).

The enumeration of these eight acquisitions, all of which,

save the final one are shown on the first United States map,
affords a complete picture of the successive stages of our
territorial growth. The occasion of these different
annexations, as well as their exact territorial extent, would
involve us in a series of details which are beyond the purpose
of the present article. It should be observed, however, that
in several cases the map shows the territories in question as
finally determined by treaty or survey, rather than their
actual extent as understood at the time the annexations were
made. This is one of the inevitable disadvantages in the
purely cartographic treatment of such a subject. The
historical map is compelled from its nature to give a tangible
appearance to matters which are often very intangible in fact.
In the case, for example, of what we may call the first United
States, the country as recognized by the treaty of Paris, the
western line of the Mississippi was the only boundary which
was not the subject of future discussion. The southern
frontier as arranged at Paris was affirmed by treaty with
Spain in 1795. On the other side, however, Great Britain
retained a number of posts in the Old Northwest up to the Jay
treaty of 1794; the boundary between the upper Mississippi and
the Lake of the Woods, imperfectly described in the Paris
treaty, was not settled until 1818; the line from the
intersection of the St. Lawrence to the Sault Ste. Marie was
established in 1822 by joint commission under the treaty of
Ghent; while the Maine frontier question, the most difficult
and obstinate of all our boundary disputes, was not finally
settled until the year 1842. The Louisiana purchase of 1803
brought in fresh questions concerning our territorial limits.
On three sides, the North, West and Southwest the frontiers of
this vast area were undefined. On the northern side the
boundary was settled with Great Britain by the treaty of 1818
which carried the line along the forty-ninth parallel to the
Rocky Mountains, while the treaty of 1819 with Spain, which
ceded Florida to the United States, also defined the limits of
Louisiana on the South-West. This line of 1819 has an
additional importance, in that it drew the frontier between
Spain and the United States along the forty-second parallel to
the Pacific coast. The importance of this lay in the fact that
it gave us a clear title on the Spanish side to the so-called
Oregon country. The exact connection, real or supposed,
between this territory and the Louisiana country was for many
years one of the disputed points in American historical
geography. The belief in this connection, at one time general,
undoubtedly had its origin in the undefined character of
Louisiana at the time of the purchase, and the fact that our
government turned this indefiniteness to its own purpose in
advancing its Oregon claims. It is now clear, however, from
the evidence of the old maps, the official statement of the
limits of the region, of which there is but one in existence
(the Crozat grant of 1712) and lastly the understanding of
France herself at the time of the cession, that Louisiana did
not include in its limits any part of the Pacific watershed. A
map published in a subsequent work of the French
plenipotentiary placed the western boundary of Louisiana at
the one hundred and tenth meridian. A line drawn in this
arbitrary fashion and unsanctioned by the terms of the treaty
itself may be regarded merely as one of convenience. If this
 view is correct it is certainly more convenient and, at the
same time, more logical, to consider the western boundary as
extending to the Rocky Mountain watershed,—a line which would
not deviate to any radical extent from the meridian in
question. The historical connection however between the
Louisiana purchase and our subsequent acquisition of the
Oregon country is perfectly clear. The exploration of the
latter followed almost immediately but its final annexation
was delayed by the opposing claim of Great Britain. In this
controversy the claim of the United States was merely relative
as opposed to that of England. The just claimant was
undoubtedly the king of Spain, whose rights, based on
discovery, antedated those of either of the contesting powers.
The Spanish title, however, having, as we have seen, been
relinquished by the treaty of 1819, the issue between Great
Britain and the United States became clearly defined. A joint
occupation of the disputed territory by the two powers ensued
from 1818 to 1846. In the latter year was negotiated the
compromise treaty, which continued our northern line of 1818
on the forty-ninth parallel from the Rocky Mountains to the
Pacific coast. From the treaty of 1846 we may date the
completion of our northern frontier, although the ownership of
certain islands between Vancouver and the mainland was not
settled until 1872.
{3809}
A few more years witnessed the completion of our southern
frontier, as well. In 1845 Texas was admitted to the Union.
The western boundary of the Rio Grande, claimed by the new
state under her constitution of 1836, led directly to the war
with Mexico, and by that war to the great additional cession
at Guadalupe Hidalgo in 1848. The southern boundary was
finally completed by the Gadsden purchase of 1853. Coming now
to the study of our internal geography, we find ourselves in
contact with what is practically a distinct subject. Here we
encounter a whole series of those weighty questions, the
solution of which figures so prominently in the early history
of the American government. We have already noted that the
first western boundary of the United States was placed by the
treaty of 1783 at the Mississippi river. But during the Paris
negotiations our ally France and quasi ally Spain both opposed
this westward extension of our territory and it was long an
open question, even after our independence itself was assured,
whether we should not be compelled to accept a western
boundary on the Appalachian range. Years before the final
settlement of the question at Paris, the expectancy of the
Mississippi boundary had given rise to questions which caused
an undercurrent of dissension between the states during the
entire period of the Revolutionary War. In their relation to
the western land question, the thirteen original states divide
themselves into two classes, the claimant and non-claimant
states. In the first class were Massachusetts, Connecticut,
New York, Virginia, the two Carolinas and Georgia; in the
second, New Hampshire, Rhode Island, New Jersey, Pennsylvania,
Delaware and Maryland. The claims of the seven first named
states covered every inch of our prospective western domain
and in the country north of the Ohio, known as the Old
Northwest there were opposing claims of two and in some
districts of even three states to the same territory. The
extent of these claims is indicated on the map of the
Federated states in 1783. They rested for the most part upon
the royal grants and charters to the colonies, and, in the
case of New York, upon the treaties with the Iroquois. Their
relative merits where conflicting, or their collective merit
as a whole, are questions which we will not attempt to
discuss. It is sufficient to observe that if insisted upon in
their entirety they would have presented an insuperable
obstacle to the formation of an American federate government.
In the proceedings of the Continental Congress, as well as in
the state legislative bodies, touching this western domain, we
may find the germs of nearly all the political and
constitutional questions which have made the greater part of
our subsequent history. The relative rank and power of the
states, the obligation of one state towards another, the
individual rights of states as opposed to the collective
rights of the Union; all of these questions entered into the
great problem which the nation was now called upon to solve.
The objections to the western claims by the non-claimant
states, though urged with varying degrees of vehemence and
accompanied with many widely differing alternatives, may be
fairly resolved into the two following contentions: that it
was unjust that so vast a domain, whose acquisition at the
peace could only be insured through the joint labor of all the
states, should thereafter become the property of a certain
favored few, and also that the claims if allowed would in the
end give the claimant states a preponderating power which
would be extremely prejudicial if not dangerous to the others.
Of all the non-claimant states, Maryland was the most
determined in her opposition, and it is to her that Professor
Herbert B. Adams in his monograph on "Maryland's Influence
upon Land Cessions to the United States," assigns the chief
credit for the final creation of the first national domain
(see page 3280). The claim though a just one cannot be
asserted without an important qualification. The proposition
advanced by Maryland, that a national title to the western
lands be asserted by a clause in the Articles of
Confederation, was manifestly one to which the claimant states
would never give their consent. It was due, however, to the
action of Maryland,—which refused for more than three years,
from November 1777 to March 1781, to ratify the articles,—
that the question was kept open until the claimant states, in
order to complete the circle of the Union, found it necessary
to adopt the policy of voluntary cessions, suggested by
Congress. The history in detail of the several state cessions
involves many questions concerning the distribution and sale
of public lands which need not concern us. Some of the offers
of cession, at first conditional and partial, were made
absolute and final, as, one by one, the besetting difficulties
were cleared away. The dates of the final cessions by the
seven claimant states in order were as follows:
New York 1781,
Virginia 1783,
 Massachusetts 1785,
Connecticut 1786,
South Carolina 1787,
North Carolina 1790,
Georgia 1802.

Certain land reservations north of the Ohio, as shown on the

map of the United States in 1790, were made by both Virginia
and Connecticut; but Virginia renounced jurisdiction over
these lands in the cession, and Connecticut did likewise in
1800, the two states reserving merely the property rights. The
territory south of the Ohio was not included in the Virginia
cession of 1783 but the district of Kentucky was made the
subject of a second cession in 1789. The completion of this
list closed the interesting chapter in our history covered by
the state cessions and gave to the United States the
sovereignty over its first great western public domain. Before
pursuing this subject further, let us see in what relation the
cessions stand to the present form of the thirteen original
states. Some boundary contentions still remained, but these
are not of historic importance. The claim of Massachusetts in
what is now "Western New York was settled by joint commission
in 1786, while Pennsylvania purchased a tract of land on lake
Erie from the general government in 1792. At the present day
sixteen states stand upon the territory which remained to the
original thirteen, the three additional ones each springing
from the partition of one of the older states. In 1790 New
York assented to the independence of Vermont, which was
admitted to the Union in the following year; in 1820 Maine was
separated from Massachusetts and admitted; and finally, in
1862, West Virginia was set off from Virginia and became a
state in 1863. We will now resume the subject of the
disposition of the western lands.
{3810}
We have already noted the termination of that stage of their
history which involves the territorial claims of individual
states. The second stage concerns itself with the evolution of
what may be called the American system of territorial
government. The first, indeed, had not reached its completion
before the second began to receive the greater measure of
public attention. The western land cessions to the government
were made with the general understanding, tacit in most cases,
but in that of Virginia explicitly stated, that the ceded
territory should eventually be formed into additional states.
The first national domain may therefore be regarded as a
district held in trust by the government for a special
purpose. This view, which was not only required by the terms
of the Virginia cession, but also represented the general
sentiment of the time, has formed the basis of our entire
subsequent policy in dealing with the national domain,—a
policy which has remained unaltered even in the case of the
immense territories that afterwards came into the direct
possession of the government by treaty with foreign powers.
The one question remaining was the erection of the legislative
machinery which should provide for the government of the
territories during their preparation for statehood. The
problem was finally solved by the Ordinance of 1787 for the
government of the Northwest territory. This famous ordinance,
the first of the long series of acts concerning territorial
government, was the last noteworthy piece of legislation under
the old Articles of Confederation, and the year which
witnessed both the successful inauguration of our territorial
policy and the adoption of the new constitution is the most
memorable in the entire history of American institutions. The
history of the enactment of the Ordinance, for many years
veiled in obscurity, has been fully elucidated by the late W.
F. Poole (monograph on "The Ordinance of 1787"); the full text
is printed in its proper place in this work (page 2380). Many
of its provisions, suited only for the special occasion of
their use, are now antiquated and obsolete, and neither their
letter nor spirit find a place in subsequent territorial
legislation. But the fact remains that this act was in a
certain sense the great proto-type; it was the first to
organize and set in motion the machinery of our territorial
policy. A policy that has provided without friction for the
tremendous national expansion which has ensued during the
present century may justly be regarded as one of the greatest
achievements in the political history of the American
government. In our own day, when the admission of a new state
or the erection of a new territory is regarded as hardly more
than a routine event in the working of our political system,
it is easy for us to underestimate the vital importance of the
first steps which were taken concerning the regulation of the
national domain. It was because those steps were to determine
in a measure our entire future policy, that the history of the
old Continental Congress should form an absorbing theme for
every student of our internal geography. It is unnecessary to
follow this subject in detail through its later history, which
is simply a monotonous record of legislative enactments for
the organization of new territories or the admission of new
states. The principle had been fully established; the history
of the next century, followed step by step, can show very
little beyond its consistent application. Political
considerations have, it is true, often delayed or prematurely
hastened the admission of new states, but there has been one
case only where we have been called upon again to face a
question similar to that which was solved by the old congress.
The circumstances of the admission of the republic of Texas
bear no analogy to that of any other state received into the
Union since the formation of the government. Here was, not a
state created by mere legislative enactment, but an
independent foreign sovereignty, admitted to the Union at its
own solicitation, bringing with it as a dower a territory
immeasurably greater than the national policy had ever before
assigned to a single state. Once more therefore we have the
old question of a troublesome state sovereignty in immense
unoccupied lands. The comparative absence of friction in the
solution of this new problem proves again the efficiency of
the old policy in dealing with all such questions. No cession
of territory was wrung from Texas or in this case even
solicited. The state was admitted to the Union in 1845
claiming a continuous western boundary on the Rio Grande. In
1850, after the peace of Guadalupe Hidalgo had determined our
boundary on the Mexican side, Texas sold to the General
Government, for the sum of $10,000,000, all of her territorial
claims north and west of her present boundaries. With some
modifications the history of the original cessions repeats
itself in this transaction, which was the last occasion of a
great transfer of territory to the Union by one of its
members. There are many other features in our internal
geography, among the most notable the institution of slavery,
which would be worthy of attention were the space to permit.
In view of this limitation, however, we cannot pursue the
subject beyond this general review of its main outlines. There
is a dearth of works on American historical geography
subsequent to the Declaration of Independence. It is a
subject, indeed, which cannot be very satisfactorily studied
simply through the literature dealing exclusively with the
topic. Of the atlases Professor Albert Bushnell Hart's. "Epoch
Maps Illustrating American History" is the best; the most
serviceable of the text works is Henry Gannett's pamphlet on
"Boundaries of the United States and of the several States and
Territories, with a Historical Sketch of the Territorial
Changes," published as bulletin Number 13 of the United States
Geological Survey. Townsend MacCoun's "Historical Geography of
the United States" and the later chapters of Walter B.
Scaife's "America, its Geographical History" are also useful.
An excellent account of our geographical history during the
early years of the Government, covering the period of the
state cessions, may be found in B. A. Hinsdale's Old
Northwest, with a View of the Thirteen Colonies as constituted
by the, Royal Charters." For a more careful study there is of
course no substitute for the texts of the grants, charters,
treaties and legislative acts of Congress, and the more
important of these are freely quoted from in Mr. Gannett's
work.

Alan C. Reiley.
UNITED STATES: A. D. 1863.
Adoption and Organization of the National Bank System
of the United States.

See MONEY AND BANKING: A. D. 1861-1878 (page 2219).

{3811}

UTOPIAS.

See SOCIAL MOVEMENTS (page 2932).

UZBEGS.

A Turkish branch of the Tatars of Turkestan.

V.

VOLAPUK.

A proposed universal language, invented in 1879 by a

Swabian pastor, named Schleyer.

VOLTA, The electrical discoveries of.

See ELECTRICAL DISCOVERY AND INVENTION:

A. D. 1786-1800 (page 771).

W.

WESTERN RESERVE UNIVERSITY.

See EDUCATION (page 743).

WHEATSTONE, Prof., Inventions of.

See ELECTRICAL DISCOVERY (page 773).