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Mindful Crafts as Therapy
ENGAGING MORE THAN HANDS
viii Preface
aims, all points of discussion or interaction help make
crafts do-able.
Chapter 4 Establishing Readiness for Practice
The application chapter. This chapter offers in three
parts opportunities to practice logical activity analysis
and imaginative synthesis that includes therapeutic
modifications. This chapter shows how purpose and
meaning can come together. Part 1 offers resources that
make mindful crafts replicable. Each of 10 application
tables is followed by an interactive exercise that pro-
motes its use. The interactive exercises consider imple-
mentations of mindful crafts among a woman combat
veteran, a man with bipolar disorder, an older woman
with arthritis, a group in an assisted living facility, a
middle-aged man with traumatic brain injury, a young
mother on bed rest, a group of individuals with spinal
cord injury, and an older man with left cerebrovascular
accident. Author feedback follows the exercises. Part
2 presents photos of 14 therapeutic modifications in
action, with a request that readers identify client chal-
lenges to skills or functions that might warrant these
adjustments.
Part 3 consists of realistic practice challenges that
promote integrative thought. The seven challenges,
with the client noted parenthetically, are these: Analyze
three crafts and select the best (bipolar disorder in a
young man), record observations and suggest modifi-
cations (developmental delay and low vision in a young
woman), grade tasks and give environmental supports
(deconditioned status in an older man), identify client
interests and therapeutic crafts (outpatient group for
a variety of conditions), consider safe practice in a
restricted environment (conduct disorder in a teenaged
boy), resubmit a SOAP note for reimbursement (post-
surgical hand and posttraumatic stress syndrome in a
middle-aged man), and lead or co-lead a mindful craft
group using guidelines in this book (peers in student
groups or clients in fieldwork settings). Again, author
perspectives on each challenge offer helpful feedback.
Chapter 5 The Evidence That Supports Crafts
The research chapter. This chapter consists of a review
of published research on handcrafts used therapeuti-
cally. The chapter models a professional literature review
while interspersing salient historical and anecdotal nar-
ratives as special features. Research on mindful crafts
used among clients and students leads the discussion.
Informative tables clarify research results on mental
and physical health outcomes and will be helpful to
readers.
Highlights from the review include the following.
Despite challenges associated with their use, randomized
control trials (RCTs) and other quantitative inquiries
have occurred in highly diverse contexts, from clinical
settings to research think tanks. Studies of handcrafts
used therapeutically among individuals with diverse
conditions have used a broad range of designs; RCTs
are the least represented, qualitative methods the most.
Research findings about the benefits of craftwork
support most assumptions made in early chapters of
this book. The assumption that crafts benefit social
interactional skills is borne out, but effects on process
and motor skills need more investigation. The following
earned support: Handcrafts meet diverse preferences,
unique needs, and wide-ranging goals; are engaging,
from mildly absorbing to causing flow; divert attention
from anxiety, sorrow, and other disruptive challenges;
transform a client into an active and productive doer;
invite expression of the self; are purposeful and mean-
ingful in their process and outcomes; and affirm an
individual as a maker. The preponderance of evidence
related to handcrafts in health care to date supports
its positive effects on health of the mind regardless of
primary presenting condition.
The Craft Sections
Sections II, III, and IV each include two craft chapters.
Together these chapters offer 80+ craft guidelines
organized according to the PEO model.
Section II: Craft Interventions With the Person
in Mind
Chapter 6 Crafts With Interwoven Reflections on
Personal Themes
Chapter 7 Crafts With Preparatory Reflections on
Personal Themes
Section III: Craft Interventions With the Person’s
Environments in Mind
Chapter 8 Crafts With Interwoven Reflections on
Environmental Themes
Chapter 9 Crafts With Preparatory Reflections on
Environmental Themes
Section IV: Craft Interventions With the Person’s
Occupations in Mind
Chapter 10 Crafts With Interwoven Occupational
Reflections
Chapter 11 Crafts With Preparatory Reflections on
Occupational Themes
Each craft chapter offers an introductory overview, an
index of 12 to 15 crafts with a difficulty rating, pho-
tographs that showcase crafts and clarify instructions,

and detailed guidelines for conducting interventions,
grounded in the PEO and recovery models and reflect-
ing these points of consideration:
♦ PEO focus for the intervention
♦ Mindful theme that names and frames the session
♦ Required actions within the craft that point to an
appendix of related skills and functions
♦ A cue to formulate client-specific skill-building
goals
♦ Mindful goals for the intervention
♦ Introduction that sets the stage for a mindful
session
♦ Questions or exercises that prompt person-
centered reflection on the mindful theme
♦ Identification of tools and supplies (and patterns
if needed)
♦ Sequential instructions directed at the participant
♦ Troubleshooting tips that alert practitioners to
potential challenges
♦ Comments to foster reflection during quiet
moments
♦ Suggestions for an interactive conclusion
♦ Variations possible when planning the session
The learning-by-doing craft chapters. All six craft
chapters are designed to be used by readers, whether
students or practitioners. Distinctions between the two
complementary craft chapter types within each section
are these:
Chapters 6, 8, and 10 with
interwoven reflections
♦ The typical time for conducting each session is 60
minutes. Some interventions may require more
than one session.
♦ In these sessions, most didactics and client-
centered reflections are informal and woven into
the intervention. This format accommodates
clients for whom formal written work and
discussion might be overly challenging or
distancing. For clients preferring more formal
learning strategies, practitioners may formalize
this interwoven work into written exercises and
discussion periods, as seen in Chapters 7, 9,
and 11.
Chapters 7, 9, and 11 with
preparatory reflections
♦ The ideal time for conducting the full session is 90
minutes. All interventions take one session.
♦ During the first 30 minutes of these sessions,
clients complete a written didactic or reflective
exercise and engage in a brief discussion. This
Preface ix
format appeals to those seeking educational
content in occupational therapy. If practitioners
prefer 60-minute sessions, they may invite clients
to complete the written exercise before the session.
Additionally, both the exercise and discussion may
be transformed into interwoven work, as seen in
Chapters 6, 8, and 10.
The Appendices
Expedite key functions. The appendices can prompt
a swift implementation of the mindful crafts in this
book while helping practitioners to easily generalize a
process that will make many other crafts mindful.
Appendix A: Broad Required Actions With
Performance Skills and Body Functions
Analyze potential. This appendix is the outcome of an
analysis of all of the actions required during completion
of the crafts in this book. Forty required actions, such as
cut with scissors and stir liquid, were then further ana-
lyzed to specify their demands on performance skills
and bodily functions. Practitioners can use this resource
to consider and tap the therapeutic potential of crafts.
Appendix B: Modifications to Address Challenges
With Required Actions
Meet client needs. Alongside the actions required by
the crafts in this book, this appendix notes various
modifications that enable client performance. This
logical and imaginative resource can guide practi-
tioners in making adjustments to accommodate client
difficulties with process, motor, and social interactional
skills and sensory as well as emotional functions.
Appendix C: Analysis of Distribution of Required
Actions for Crafts in This Book Organized by
PEO Themes
Capture purpose and meaning. This index identifies at
a glance some 5 to 20 actions required by each mindful
craft, depending on its complexity. The organization of
the index highlights themes from the PEO model that
imbue crafts with meaning: person (self-concept and
self-determination), environment (physical, social, and
societal and cultural), and occupation (self-maintenance,
self-fulfillment, and self-expression). Using this resource,
practitioners can readily choose interventions with
purposeful actions and meaningful themes.
Appendix D: Actions and Skills Tapped by Craft-
Related Housekeeping Tasks
Enable adjunct occupations. Part 1 of this resource
examines the demands of several daily living tasks such
as wipe surfaces clean and deposit trash in receptacle that
x Preface
surround and support craft use. Part 2 offers modifica-
tions that make these tasks do-able despite performance
challenges with process, motor, and social interactional
skills or sensory and emotional functions. Practitioners
can use this integrative work to plan sessions that
enhance participation and affirm occupation.
Appendix E: Group Facilitation and Leadership
Rating Version A
Get or give feedback. This rubric allows an individual
to acquire or give feedback on performance in leading
a mindful craft session. The form allows the rating of
some 60 practitioner functions clustered into 6 catego-
ries. The Likert scale (5 = performed exceptionally well
to 2.5 = performed fairly well) is skewed in a positive
direction. Instructions specify a method of noting
functions well done or in need of improvement.
Appendix F: Group Facilitation and Leadership
Rating Version B
Give or get feedback. This rubric also allows an indi-
vidual to give or acquire feedback on performance in
leading a mindful craft session. Performance of some
45 practitioner functions clustered into 5 categories can
be rated using a clear checklist format. Points allotted
to each category and totaling 100 translate readily to
an academic grade.
The Book’s Special Features
Your Turn and Our View
In Chapters 1 through 4, Your Turn features offer
pauses in the reading that focus and provoke thought.
These features mimic exchanges that many educators
use at 15-minute intervals during interactive lectures.
Your Turns invite critical thinking to fuel discussion or
reflection that leads to awareness.
Working in tandem with the Your Turns are the
Our View features. These follow discrete sections of the
chapter and share author feedback related to clusters
of Your Turns. Not to be construed as rigid “answers,”
Our Views are just that—views of two seasoned practi-
tioners on the Your Turn prompts. Although typical of
how many practitioners might respond, Our Views are
not beyond question and invite discussion.
At the end of Chapter 1 and throughout Chapter 4,
the Your Turns become more complex opportunities
for the kinds of application that deepen knowledge and
understanding. In these instances, Our Views continue
to offer practitioner perspectives as opposed to fixed
solutions.
Drawing our Past Forward
In Chapters 1, 2, 3, and 5, boxes titled Drawing our Past
Forward showcase historical narratives linked to the
discussion. Here, founders, professional leaders, and
practitioners from different decades describe perspec-
tives or practices from earlier times. These highlights
draw forward into the present a still-keen insight.
A Story
In Chapters 1, 2, and 5, boxes titled A Story feature
sometimes inspiring but always interesting anecdotes
about clients engaged in crafts or practitioners involved
in research. A few stories are ours, but most are contri-
butions that have come from colleagues eager to share
a story.
Ancillaries
For the Instructor
Assets housed on DavisPlus and available through
your instructor’s login include an Instructor’s Guide,
PowerPoint slides for Chapters 1 to 5, additional Prac-
tice Challenges similar to those in Chapter 4, an Image
Bank that includes all photographs in the book in their
original full color, and test questions.
 REVIEWERS

Alma R. Abdel-Moty, PhD, Hector Huerta, MS, OTD,

MS, OTR/L OTR/L
Clinical Associate Professor Occupational Therapy Department
Occupational Therapy Florida International University
Florida International University Miami, Florida
Miami, Florida
Joanne T. Jeffcoat, OTR/L,
Susan Baptiste, MHSc OT[C] MEd
Reg., FCAOT Professor
Professor Occupational Therapy Assistant Program
Rehabilitation Science Community College of Allegheny County/Boyce
McMaster University Campus
Hamilton, Ontario, Canada Monroeville, Pennsylvania

Susan Lee Cheng, MS, OTR/L Stephanie Johnston, MA, OTR

Assistant Dean, Allied Health; Program Director, Professor and Fieldwork Coordinator
OTA Occupational Therapy Assistant Program
Health Technologies Lone Star College-Tomball
Durham Technical Community College Tomball, Texas
Durham, North Carolina
Linda Kelly, PhD, LOTR,
Tina Sue Fletcher, EdD, MFA, OTA
OTR Occupational Therapy Assistant Program Director
Assistant Professor Allied Health
Occupational Therapy Delgado Community College
Texas Woman’s University New Orleans, Louisiana
Dallas, Texas
Carol Marcus, MS, OTR/L
Jennifer L. Geitner, COTA/L, Clinical Coordinator and Instructor
BS, AFWC Occupational Therapy Assistant Program
Academic Fieldwork Coordinator/Faculty Durham Technical Community College
Occupational Therapy Assistant Durham, North Carolina
Pueblo Community College
Pueblo, Colorado
Nancy Ranft, OTD, OTR/L
Assistant Professor of Occupational Therapy
Nancy Schneidenbach Green, Occupational Therapy
MHA, OTR/L The Sage Colleges
Program Chair Troy, New York
Occupational Therapy Assistant Connie Rooks, MAT, COTA/L
Cabarrus College of Health Sciences Program Director, Assistant Professor
Concord, North Carolina Allied Health, OTA Program
Western New Mexico University
Silver City, New Mexico

xi
xii Reviewers

Janeene Sibla, OTD, OTR/L Callie Schwartzkopf, OTD,

Occupational Therapy Program Director and OT/L
Professor Associate Professor
Occupational Therapy Occupational Therapy
University of Mary College of Saint Mary
Bismarck, North Dakota Omaha, Nebraska
Barbara Ellen Thompson, JoAnne Wright, PhD, OTR/L,
OTD, LCSW, OTR/L, CAGS CLVT
Professor Professor (Clinical)
Department of Occupational Therapy Division of Occupational Therapy
The Sage Colleges University of Utah
Troy, New York Salt Lake City, Utah

We should certainly count our blessings, but we should also make
our blessings count.
—Neal A. Maxwell
The act of acknowledgment turns on gratitude. To
acknowledge others is to recognize them, declare a
receipt of gifts from them, disclose positive truths about
them, and express to them deep thanks. In the spirit
of being mindful, we acknowledge others in the full
sense of the word. We recognize, declare, and disclose
the generosity of many, and we express to them our
deepest thanks.
We first acknowledge the power that an occupation
can have in bringing people together. We discussed
writing a book once during casual conversation at a
state conference. We had never before worked together,
but we had both come to a similar understanding of
how adding deeper meaning to crafts enhanced their
worth. Our two years spent in the making of this book
have forged a friendship for which we are grateful.
We acknowledge our photographer, Ann Nikirk,
who captured so well the images of our crafts and our
grasp of mindfulness. Ann’s developing belief in the
power of occupation and mindful crafts was a resound-
ing endorsement that moved us toward completing our
work. We asked Ann to share an image of herself while
at work and in flow, and that photo appears in Figure
1-4 in Chapter 1.
We acknowledge the influence of those individuals
who led each of us to the idea of infusing meaning into
crafts—whether intellectual or emotional. For Cynthia,
that idea germinated while working among able team
members who forged an ever-increasing clarity about
the benefits of using metaphor to add meaning to
craftwork. These individuals include Martha Diskin,
MA, OTR; Anna Olson, MOT, MBA, OTR, CLT; Susan
Ennist Dobbs, MOT, OTR; and Claudette Fette, PhD,
OTR, RCC. For Suzanne, preparing to work with a new
population was the prompt. The prospect of making
crafts meaningful for what might be a tough and
mixed audience—women recovering from addictions,
ACKNOWLEDGMENTS
whether immersed in careers, living on the streets, or
newly released from prison. Adding symbolism to each
project seemed a good way to forestall complaints about
the irrelevance, condescending nature, or childishness
of crafts. The idea worked beautifully!
We acknowledge those who guided us in the making
of this book. We launched and finished the work with
the help of able editors. F.A. Davis senior acquisitions
editor Christa Fratantoro saw promise in our proposal,
shepherded it to acceptance, and helped us set a path.
Jill Rembetski, our developmental editor, organized
and led the review process, anticipated and answered
endless questions, and guided our steps with gentle
insight. We thank Margaret Biblis and George Lang
for their leadership and direction. We thank design
editor Carolyn O’Brien and art editor Kate Margeson
for enhancing the visual appeal of our work and Sharon
Lee and Lisa Thompson for moving our work toward
production. We also acknowledge F.A. Davis staff Alisa
Hathaway and Nichole Liccio who helped us to make
necessary connections without which the book would
not have emerged.
We acknowledge individuals who met our need for
expertise in practice areas that complement our own.
These clinicians and educators include Beatriz C. Abreu,
OTR, PhD, FAOTA; Kira Beal, OTD, OTR; Debbie
Buckingham, OTR, MS, CVE, CCM, CRC; April C.
Cowan, OTR, OTD, CHT; Barbara M. Doucet, OTR,
PhD; Tina Patel Gunaldo, PhD, PT, DPT, MHS; and
Shama Lawji, MOT, OTR. We hope that these experts
see that we used their suggestions to good advantage.
We acknowledge the generosity of others to whom
we turned for help. We thank practitioners who
shared experiences with crafts that became Our Story
features. The clinical stories of Beatriz Abreu, OTR,
PhD, FAOTA; Whitney-Reigh Asao, PhD, OTR; and
Paula McComb, OTR added to the deep understanding
xiii
xiv Acknowledgments
that we sought. Another group deserving our thanks
is a circle of friends in Northern Texas who willingly
engaged in many of our crafts, helping to tweak our
instructions and make samples that let us capture crafts
“in progress” with photos. These individuals include
Vivienne Pitts; Carol Griffith; Shann Shubert; and
Madeleine, Julianne, and John Nikirk.
We acknowledge the work of graduate occupational
therapy student assistants Megan Gay Crisson, Emily
Miller, and Dora Alcacio. Their devotion to this book
was clear in their search and review of literature, format-
ting and reformatting of documents, data management
from student surveys, and feedback on the clarity of
craft instructions. When this book comes to print, all
will have moved on to practice where we hope that they
use mindful crafts.
We acknowledge with deep thanks the support of
friends and family who encouraged us and understood
our need to spend time in “book mode.” We acknowledge
our mothers in a special way. Cynthia thanks Darlene
Biondi Evetts, whose longtime engagement in crafts,
whether in making home life festive or making con-
tributions within the community, taught her children
the worth of crafting. When in rehabilitation during
the last months of our writing, Mrs. Evetts used crafts
suggested by Cynthia and then taught them to others
in the setting. Suzanne is grateful to Loretta Bernier
Peloquin, whose able hands as hair stylist and gardener
turned to satisfying artwork in her brief retirement. Her
giving nature and gentle soul are well-remembered by
all who knew her. The nurturing spirits of these two
strong women course through our book as we aim to
gently persuade and imaginatively lead.
We hope that we have made count of the bless-
ings that we have received. The greatest blessing that
might come from this book is a widespread embrace
of mindful crafts, in which case our gratitude will turn
to readers like you.
 TABLE OF CONTENTS
SECTION 1: Mindful Principles and Modifications to the Craftwork 53
Processes 1 Attend to Personal Relevance 53
Consider the Suitability of Tools 54
Chapter 1: The Mindfulness That Empowers Consider Objects and Their Properties 54
Crafts 3
Think About Sequence and Timing 55
Mindfulness and Mindlessness 4
Mindfulness Defined, Described, Attend to Safety Issues 55
and Illustrated 4 Grade Crafts With Two Directions
Mindlessness in Health Care 6 in Mind 56
Mindlessness in Occupational Therapy 8 Make a Fit That Leads to Performance:
A Case 60
The Understanding That Empowers
Occupational Therapy 9 Modifications Within the Person:
Understanding Persons and Their Positive Shifts Toward Health 62
Occupational Natures 10 A Healthy Shift in Role 63
Understanding Our Guiding Beliefs 11 A Healthy Shift in Participation 64
Insights From Holistic Person- Group Approaches to Craftwork 67
Centered Models: Person- Formal Population-Centered Groups 68
Environment-Occupation and Informal Population-Centered Craft
Recovery 12 Groups 71
Understanding Ourselves 14 Formal Setting-Specific Therapy
The Logical Analysis and Imaginative Groups 71
Synthesis That Empower Informal Setting-Specific Groups 72
Occupational Therapy 16
Informal Social Gatherings 72
Logical Assumptions About the
Therapeutic Potential of Craftwork 16 The Process of Mindful Craft Groups 73
Framing 73
Analysis of Each Craft 22
Crafting 75
Analysis of Each Craft Intervention 28
Meaning Making 77
Imaginative Activity Synthesis 29
Establishing Client-Centered Purpose 34 Summary 84
Discerning Meaning as Part of
Synthesis 35
Chapter 3: Making Craftwork Feasible 87
Personal Mindsets That Make Crafts
Summary 38 Do-Able 88
Create New Categories 88
Chapter 2: Making Craftwork Therapeutic 41 Be Open Minded 90
The Therapeutic Process Within Crafts 42 Take Control Over Context 92
Therapeutic Use of Self 42
Be Process Oriented 92
Creating a Good Fit 43
See Oneself as Savvy: Enhance
Modifications to the Craft Environment 47 Personal Skill 93
The Physical Environment 48
Mental Locks That Put Crafts at Risk 96
The Social Environment 49 Pathways to Administrative Support 98
Influential Contexts 50 Honor Institutional Culture 98

xv
xvi Table of Contents

Heed Administrative Directives: Perceptions Among

Evidence, Documentation, and Students 197
Finances 99 Research on the Therapeutic Use of
Pathways to Abundant Resources 115 Handcrafts 200
Secure Supplies: Starter Kits, Dual Focus 200
Discards, and Bright Ideas 115 Search Process 201
Secure Places and Spaces: Challenges in Securing Evidence 201
Organization and Improvisation 119
Contexts Within Which Evidence
Summary 124 on Handcrafts Has Mattered 203
Additional Research Findings
Chapter 4: Establishing Readiness for Organized Within a Recovery
Practice 127
Framework 214
PART 1: Resources That Lead to
Readiness 128 Discussion and Future Directions 224
Resources: The Purposeful Core Summary 226
of Crafts 128
SECTION 2: Craft Interventions With
Resources: The Meaningful Core the Person in Mind 231
of Interventions 142
PART 2: Photographs of Modifications 157 Chapter 6: Crafts With Interwoven
PART 3: Practice Challenges That Reflections on Personal
Develop Readiness 160 Themes 233
4-1 Analyze Three Crafts and Select Crafts With the Person in Mind:
the Best One—Bipolar Disorder 160 Self-Concept 235
4-2 Record Observations and 6-1 Cracked Pot—Reframing Flaws 235
Suggest Modifications— 6-2 Purple Hearts—Acknowledging
Developmental Delay and Low Pain and Suffering 237
Vision in a Young Woman 169 6-3 Mixed Emotions—Identifying
4-3 Grade Task and Environmental Internal Conflict 239
Supports—Deconditioned Status 171 6-4 Knock, Knock. Who’s There?
4-4 Identify Client Interests and Inside/Outside Emotions 242
Therapeutic Crafts—Outpatient 6-5 Treasure Boxes—Value
Group for a Variety of Conditions 175 Clarification 246
4-5 Consider Safe Practice in a 6-6 What’s Your Superpower?
Restricted Environment—Conduct Adventures in Life 248
Disorder in a Teenaged Boy 177
Crafts With the Person in Mind:
4-6 Resubmit a SOAP Note for Self-Determination 250
Reimbursement—Postsurgical 6-7 Layers—Reflecting on Personal
Hand and Posttraumatic Stress Development 250
Disorder 179
6-8 Get Real—Telling My Story 255
4-7 Lead or Co-Lead a Mindful Craft
6-9 Review, Appraise, Plan—Past,
Group 181
Present, Future 259
Perspectives on the Challenges 182
6-10 Totem Fetishes—Character
Summary 192
Strengths and Aspirations 261
Chapter 5: The Evidence That Supports 6-11 What’s in Your Wallet?
Crafts 195 Identity 264
Research to Date on Mindful Crafts 196 6-12 Refocusing, Letting Go,
Perceptions of Satisfaction and Moving On—Recycling
Engagement 196 Unpleasant Memories 267
 Table of Contents xvii

Chapter 7: Crafts With Preparatory 8-5 Interpersonal Relations—Inside/

Reflections on Personal Outside Box 367
Themes 271 8-6 Blast From the Past—
Crafts With the Person in Mind: Environmental Impact 369
Self-Concept 272
8-7 Social Ties—Strengthening
7-1 Having a Positive Sense of Self 273
Relationships 371
7-2 Scratching Past the Surface 277
8-8 Friendly Bouquet—Individuals
7-3 Amazing Grace 282 in Community 374
7-4 Windows Into the Soul 286 Crafts With the Environment in Mind:
7-5 Taking a Lighthearted Perspective 290 Cultural and Societal Environment 378
7-6 Taking Pride in Being or 8-9 Best-Laid Plans—Coping With
Honoring a Real Woman 294 Change 378

7-7 Taking Pride in Being or 8-10 Not So Trivial Trivets—

Honoring a Real Man 299 Adaptation to Change 380

7-8 Spring Holiday Reflections 8-11 What’s Bugging You? Problem

About Recovery 303 Solving 383

7-9 Winter Holiday—Joy 309 8-12 Who Am I? Communication

and Interaction Skills 384
Crafts With the Person in Mind:
Self-Determination 313
7-10 Reinventing the Self 313 Chapter 9: Crafts With Preparatory
7-11 Having Purpose and Motivation 317 Reflections on Environmental
7-12 Transformations in Life 322
Themes 389
Crafts With the Environment in Mind:
7-13 Pieces to Peace 327 Physical Environment 390
7-14 Spring Holiday—What Are 9-1 Being in a Safe and Accessible
You Hatching? 331 Place 391
7-15 Holding on to Friendship 338 9-2 Seeds of Recovery 397
9-3 It’s in the Bag 401
SECTION 3: Craft Interventions 9-4 We Fly and Crawl 406
With the Person’s 9-5 Winter Holiday—The Little
Environments in Mind 347 Things 410
Crafts With the Environment in Mind:
Chapter 8: Crafts With Interwoven Social Environment 415
Reflections on Environmental 9-6 Being Among Supportive Others 415
Themes 349
Crafts With the Environment in Mind: 9-7 What Are You Banking On? 419
Physical Environment 351 9-8 Being Real 423
8-1 Welcome/Keep Out—Protecting 9-9 Being in a Nurturing Place 428
Well-Being 351
9-10 Halloween—Web of Support 435
8-2 Doors—Interpersonal
Crafts With the Environment in Mind:
Boundaries 356
Cultural and Societal Environment 440
8-3 Boxes to Baskets— 9-11 Respecting Boundaries 440
Repurposing—Accepting
9-12 Square One 444
and Embracing Change 360
9-13 Halloween—Healthy Tricks or
Crafts With the Environment in Mind:
Treats 448
Social Environment 364
8-4 Parts of a Whole— 9-14 Catching the Sun in Your Life 453
Acknowledging Influential Others 364 9-15 Weaving a Balanced View 457
xviii Table of Contents

SECTION 4: Craft Interventions 11-4 Coping With Courage and

With the Person’s Heart 516
Occupations in Mind 461 11-5 Holding On, Letting Go 519
Crafts With the Occupation in Mind:
Chapter 10: Crafts
With Interwoven Self-Fulfillment 523
Occupational Reflections 463
11-6 Bucket List 523
Crafts With the Occupation in Mind:
Self-Maintenance 464 11-7 From Broken to Whole 527
10-1 Framed—First Impressions 465 11-8 Valentine’s Day—Life’s Patterns 531
10-2 Guardian Angels—Risky 11-9 Tearing Apart, Rebuilding 534
Behaviors 467 11-10 Swimming Strong 538
10-3 Getting It Together—Problem- Crafts With the Occupation in Mind:
Solving Process 470 Self-Expression 543
10-4 Keep On Keeping On—Routine 11-11 Developing Healthy Habits 543
Building 472 11-12 Essential Tools for Growth 547
Crafts With the Occupation in Mind: 11-13 Winter Holiday—Giving Real
Self-Fulfillment 475 Gifts 551
10-5 Holding it Together—
11-14 Giving Thanks 557
Catch-All Can 475
11-15 Mother’s or Father’s Day—
10-6 To-Do List Accountability—
Making Parental Connections 563
Seven-Day Log 477
10-7 Symbolic Reminders—Visual
Appendix A: Broad
Required Actions With
Cues 480
Performance Skills and Body
10-8 An Extra Pocket—Taking Time Functions 571
for Self 482
Crafts With the Occupation in Mind: Appendix B: Modifications
to Address
Self-Expression 486 Challenges With Required
10-9 Spiritual Expressions—Prayer Actions 591
Beads 486
10-10 Magic Wands—Expressing Appendix C: Analysis
of Distribution of
Yourself With Style 490 Required Actions for Crafts
in This Book Organized by
10-11 Personal Business: Profiling
PEO Themes 613
Strengths 494
10-12 DIY (Do-It-Yourself) Book— Appendix D: Actions
and Skills Tapped by
Explain Yourself 498 Craft-Related Housekeeping
Tasks 623
Chapter 11: CraftsWith Preparatory
Reflections on Occupational Appendix E: Group
Facilitation and
Themes 503 Leadership Rating Version A 635
Crafts With the Occupation in Mind:
Self-Maintenance 504 Appendix F: Group
Facilitation and
11-1 Eating With a Design in Mind 505 Leadership Rating Version B 637
11-2 Carrying Responsibilities 509
Index 639
11-3 Thinking Little 513
SECTION ONE

Mindful Principles
and Processes
 CHAP TE R

1
The Mindfulness That
Empowers Crafts
Guided by the belief that occupational therapy is a personal
engagement, we enable occupations that heal.

LE A R NING O U TC O MES
1. Distinguish between mindful and mindless health-care practices.
2. Identify longstanding aspects of mindfulness in occupational therapy practice.
3. Elaborate a deep understanding of persons and their occupational natures.
4. Identify the guiding beliefs and person-centered models that shape best practice.
5. Describe the relationship between conscious and therapeutic use of self.
6. Offer logical assumptions to support the therapeutic use of crafts.
7. Apply logical activity analysis to a given craft.
8. Describe the principles of imaginative activity synthesis.
9. Elaborate the manner in which crafts can be made mindful.

When it comes to making interventions work, practi-
tioners must be mindful. To be true to the meaning of
the term, they must be attentive and aware. They must
be careful. They must heed the mindful functions of
practice. More specifically, occupational therapy prac-
titioners must honor three dimensions of mindfulness:
(1) a deep understanding of persons and therapy, (2)
logical activity analysis, and (3) imaginative activity
synthesis. In this chapter, we elaborate the meaning of
each after sharing this overview.
Consider first the need to understand or “really get”
some things. As occupational therapy practitioners, we
must understand persons, their occupational natures,
and the unsettling disruptions that occupational chal-
lenges cause in a life. This aspect of mindfulness human-
izes therapy. We must next understand the guiding
beliefs of occupational therapy and the action-oriented
principles drawn from person-centered models. This
understanding sets the depth, scope, and direction
of therapy. And we must also turn inward so as to
understand ourselves and how we work with others.
This aspect of mindfulness helps us become caring.
Beyond this threefold understanding, our mindful-
ness extends to logical analysis and imaginative synthe-
sis. We must use logic to analyze the demands of an
occupation, activity, or task and identify the skills and
functions needed to meet those demands. This aspect
of mindfulness gives purpose to our therapy. We must
then turn to those who seek our care. Clients bring
to therapy unique needs and strengths. Clients tell us
what has meaning. We must work imaginatively with
them to synthesize our knowledge of therapy and their
grasp of their situations. This aspect of mindfulness
individualizes therapy and makes it engaging. The
ensuing goodness of fit—best practice—has healing
power.
Can practitioners use craft interventions mindfully?
This book is our “Yes!” In this chapter, we make our
3
4 SECTION ONE ✍ Mindful Principles and Processes
approach transparent. We share a practice of deep
understanding, logical analysis, and imaginative syn-
thesis. We showcase mindful crafts. Our bottom line is
this: You can make crafts work.
Your Turn 1-1
Look at Figure 1-1. Before reading any further,
write within each loop in the figure a number
from 1 to 5 (with 5 indicating very familiar
and 1 not so familiar) to answer this question:
What number would you use to rate your
familiarity with each of the three dimensions
of mindfulness named in the figure? If, for
example, you think that you are somewhat
familiar with logical activity analysis, you
might write the number 3 within that loop.
Deep
understanding
of persons and
therapy
Logical
activity
analysis
Imaginative
activity
synthesis
MINDFUL
CRAFTWORK
FIGURE 1-1 The mindfulness that empowers crafts.
Mindfulness and Mindlessness
We turn to a discussion of mindfulness because we
believe that framing occupational therapy interventions
in terms of mindfulness awakens us to vital functions of
practice. We believe that we are at risk of being pulled
or lulled into mindlessness in today’s health systems.
Our aim is not to flaunt a trendy term but to deeply
consider the grounding in mindfulness that the best of
occupational therapy has always been.
Mindfulness Defined, Described,
and Illustrated
Definitions of mindfulness and its opposite are impor-
tant preludes to a discussion of mindlessness in health
care. The term mindful is defined as “attentive, aware,
and careful.” Synonyms include “heedful,” “thoughtful,”
and “regardful.” When we hear the term mindless, we
rightly deduce that inattentive, unaware, and careless
apply. The dictionary notes that heedless, thoughtless,
and disregardful also fit.
Mindfulness, then, means being attentive to, aware
of, and careful about something—some idea, function,
or person. Mindfulness helps us to do safely and well
the things that we choose to do. See Figure 1-2 for one
of those things.
We all claim to be dutifully mindful. We likewise
admit that mindlessness “happens.” Consider driving.
Complex enough to warrant a license and dangerous
enough that criminal charges attach to recklessness,
driving can occur mindlessly. Long stretches of highway
can pull us from active driving. Suddenly “brought
back” from musing about other things, we fear we’ve
passed our exit. So skilled are most of us at steadying
the wheel and checking the mirrors that we drive a
two-ton vehicle on autopilot.
FIGURE 1-2 Mindful threading of a needle.
 CHAPTER 1
FIGURE 1-3 Mindless application of toothpaste.
Your Turn 1-2
Identify an activity other than driving during
which you find yourself acting on autopilot.
Which, if any, adverse consequences can
follow?
Most are less attentive during basic self-care. The
precise steps and motions in applying deodorant or
tying shoes all move to the background until some
occupational challenge thwarts their attempt. As occu-
pational therapy practitioners, we stay mindful of daily
activities, aware of their demands and dimensions.
Others turn to us for help because we heed the realm
of daily performance, staying mindful on their behalf.
See in Figure 1-3 the result of a mindless moment.
Mindfulness, then, is the adaptive state of being
attentive and aware. It allows us to do carefully whatever
we need to do. Fables and fairy tales portray mindful-
ness in ways that move past its value in daily activities
into matters of life and death. Little Red Riding Hood
(Lang, 1891) and a later rendition called The Little Girl
and the Wolf (Thurber, 1939) offer contrasting views.
Little Red Riding Hood features a young girl setting
out with a basket of goodies to take to her sick grand-
mother. Along the way, she meets and chats with a wolf,
mindlessly disclosing to him her destination. This Big
Bad Wolf takes his leave of the girl and lopes ahead to
make a satisfying if hurried meal of the grandmother.
Astute wolf that he is, he sees in the approach of
the child a chance for a second meal. He dresses in
granny’s bedclothes, slips into her bed, and greets the
girl. She exclaims over oddities in the wolf ’s voice and
features, heedless of their meaning. Her last comment,
✍ The Mindfulness That Empowers Crafts 5
“Grandmother, what big teeth you have,” elicits a deadly
response. Mindlessness can be deadly.
James Thurber’s fable, The Little Girl and the Wolf
(1939), introduces a young girl of a different ilk.
Thurber takes liberties with Lang’s tale:
She had approached no nearer than twenty-five
feet from the bed when she saw that it was not
her grandmother but the wolf, for even in a
nightcap a wolf does not look any more like
your grandmother than the Metro-Goldwyn
lion looks like Calvin Coolidge. So the girl took
an automatic out of her basket and shot the
wolf dead. (p. 5)
The moral of Thurber’s story is this: “It is not so easy
to fool little girls nowadays as it used to be” (Thurber,
1939, p. 5). Mindfulness can save us.
Most of us can point to bodily nicks and scars,
evidence of mindless moments turned unsafe. Mind-
lessness can hurt feelings, too. Read what author May
Sarton (1988) had to say about her experience at a
hairdresser’s:
While Donna was securing my hair into curlers,
an old lady who was waiting to be picked up
came and stood beside us and talked cheerfully
about herself and her daughters and Donna
responded. It was as though I did not exist, was
an animal being groomed. (p. 235)
Sarton felt disregard when her hairdresser attended to
another. In similar circumstances, some of us might feel
the same. Others of us might feel no dismay and take
our thoughts elsewhere. Perceptions of mindlessness
as rude can differ.
Your Turn 1-3
Would the behavior described by May Sarton
bother you if you were at the hairdresser’s or
barber shop? Explain.
We’ve established our familiarity with mindfulness
and its opposite. Two more points of discussion seem
salient: the absorbed state that mindfulness can cause
and the mindfulness revolution.
Absorption
First, consider the deep absorption that mindfulness
can produce. Psychologist Mihaly Csikszentmihalyi
(1990) named this positively energized state flow. He
described flow as an intense mental state when one
6 SECTION ONE ✍ Mindful Principles and Processes
FIGURE 1-4 Engagement in flow during photography.
engages in a just-right challenge. Some ignore food
or drink when in flow. Flow can occur with artwork,
sports, or playing an instrument (Fig. 1-4). The sense
of being swept away on water led to the naming of
flow. Passive activities cannot elicit flow; they evoke
boredom or anxiety (Csikszentmihalyi, 1975). Many of
our clients can name activities that absorb them, and
we should stay mindful of these. If we strive to occupy
our clients, we should be skeptical of methods that are
downright boring.
What can we say about an activity that, although
still absorbing, tends to calm us? Such engagement
is mindful in that we stay present to the activity, but
the mental state is not intense. We often switch from
intense tasks to those that tax us less. Some call these
“mind-flushers.” Benefits can follow an easy mindful-
ness that diverts us from stress and pain. We bristle
when others call occupational therapy diversional.
Our work, we say, is therapeutic. But diversion can be
therapeutic. Removal from anxiety about the future or
sorrow over the past offers a healthy reprieve. Individu-
als find reprieve in different tasks, from tidying shelves
to grooming pets (Figure 1-5).
FIGURE 1-5 Absorption in pet grooming.
Time spent in simple stitching or sanding can be
restful steps in craftwork. We note this calmly absorbed
state alongside that of flow because they both affect our
well-being in time. If Csikszentmihalyi’s flow is like
being swept away in time, restful absorption is like a
gentle floating. Bays (2011) described the floating well:
“The mind needs rest, too. Where it finds rest is in the
present moment, where it can lie down and relax into
the flow of events” (p. 6).
The mindfulness revolution
A second point about mindfulness seems important
to our discussion: the mindfulness revolution. Strate-
gies for achieving mindfulness fill the psychological
literature as part of healing and living well (Boyce,
2011). The practice of mindfulness derives from
Eastern philosophies and from cognitive behavioral
therapy (Boyce, 2011). Prompts from this practice, such
as staying in the moment and living life to its fullest,
align well with occupational therapy. All of this merit
aside, our focus is neither on the mindfulness revolu-
tion nor in trying to prompt a meditative state. Rather,
our view of mindfulness targets the common view of
attentiveness, awareness, and care in using occupations
that has characterized best practice since our incep-
tion. We target the construct because the challenges to
stay mindful nowadays are on the rise, particularly in
health care.
Mindlessness in Health Care
We see mindfulness as the force behind best practice.
We especially note the need to be mindful of the persons
who seek our care. Currents in care systems shape an
 CHAPTER 1
undertow that can pull us from such regard. Stories
shared by those seeking care suggest that caregivers can
be mindless. We hear such stories at family gatherings,
on elevators, and in waiting rooms. In stories thought
uncaring, concern for the person’s experiences, feelings,
and needs is not primary, preempted by matters thought
more pressing (Biro, 2000; Casillas, 2006; Cole, 2004;
Gazella, 2004; Hill, 2006; Ivančić, 2006; Martensen,
2008; Sonkë, Rollins, Brandman, & Graham-Pole, 2009;
Srivastana, 2011). Surely no caregiver intends harm,
but many engage in hurtful behaviors. In a hallmark
statement, physician Seymour Sarason (1985) wrote:
In a vague, inchoate way, people feel and
know that the clinical endeavor has become
problematic, that those who are in helping roles
are both cause and victim, that something is
wrong somewhere, and that far from getting
better, it seems to be getting worse. (pp. 203–204)
During the 1980s and 1990s, many individuals went
public with health care narratives that clarified the
problem and shed light on its nature and causes. Those
stories decried actions thought uncaring: (1) failure to
see injury, illness, and chronic conditions as having
deeply personal consequences; (2) failure to attend to
that which patients want to share; (3) establishment of a
distance that feels cold and dismissive; (4) withholding
of information that patients deem important; (5) use
of brusque manners; and (6) misuse of professional
power (Peloquin, 1993a). More recent stories affirm the
same complaints (Biro, 2000; Casillas, 2006; Cole, 2004;
Gazella, 2004; Hill, 2006; Ivančić, 2006; Martensen,
2008; Sonkë et al., 2009; Srivastana, 2011). Each com-
plaint targets a form of being inattentive to or unaware
of something, of being careless toward someone.
A narrative seems apt, and Arnold Beisser’s (1989) is
a classic. A physician and former tennis champion who
contracted polio just months before the vaccine hit the
market, Beisser thought his hospital time quite grim:
I would call the nurse and ask for another
blanket to cover me. The room seemed
comfortable to her, so she would doubt my
judgment. In order to check, she would usually
reach down to feel my leg. Then she would say
something like, “Oh, it’s all right, you’re not
cold.” (pp. 18–19)
His perceptions of feeling cold were dismissed. His
bodily experience was ignored. The nurse’s attention to
his room and skin temperature preempted his discom-
fort. Professional coldness prevailed. How differently
might Beisser have felt with the gift of a blanket!
✍ The Mindfulness That Empowers Crafts 7
Thankfully, instances of caring occurred, even during
difficult times. This one affirms a hasty handcraft:
As I slept, a nurse took the cloth wrapping
off a sterile instrument. He smoothed out the
material. He painted with a blue flow pen a
moon face with wide eyes and an enormous
crescent smile. He climbed over my bed. He
climbed over my plants and hung this banner
down from my window, using the extra-wide
masking tape. It was the first thing I saw in the
morning. (Lee, 1987, p. 111)
In most cases of uncaring, a regard for something other
than the patient’s concerns prevails. Note Sarason’s take:
Helpers are both cause and victim (1985). Caregivers
struggle. They name societal and institutional forces
that pull them from caring. Three seem dominant:
(1) an emphasis on logical fixing; (2) an overreliance
on methods and protocols; and (3) a health-care system
driven by business, efficiency, and profit (Buckly, 2011;
Crossen & Tollen, 2010; Frampton, 2009; Gazella, 2004;
Muñoz, 2006; Peloquin, 1993b; Sonkë et al., 2009;
Srivastana, 2011).
Each of these three dominant forces carries a concern
vital to best practice. Health-care problems must be
solved; sound methods must shape treatment; institu-
tions must have business sense. But when logical fixing,
scientific methods, or profit-first ideas stand at the
center, patients feel displaced. Even when unintended,
the mindlessness hurts. Often client and caregiver feel
pain, as in this more recent example:
Five months of clerkships had shown me that
the ideal patient-doctor relationship ... crumbles
under the demands of ward work. I had already
begun to place my efficiency, interests, and
performance ahead of the patient’s feelings and
questions. ... I felt ashamed that we had neither
listened, nor made her feel comfortable, nor
prepared her in the slightest for a diagnosis that
we knew she wouldn’t understand. (Muñoz,
2006)
Reform has accelerated since the “unraveling of health
care” in the mid-1990s when the “miracle of the managed
care marketplace did not deliver” (Morrison, 2000).
Changes have included a proliferation of satisfaction
surveys, accountability proposals, “customer training
workshops,” and recognition and reward programs for
caring behaviors. We have a long way to go, with Press
Ganey Associates’ (2013) special reports affirming the
need for a deeper understanding of client sentiment
than that offered by satisfaction measures.
Another random document with
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Versailles, and on Murray’s explaining the reason of his visit, Amelot
frankly told him that the King of France had full confidence in the
Scots, but that nothing could be done without co-operation with the
English. He further warned the Scotsmen that an enterprise such as
they proposed was dangerous and precarious. The King, he said,
was quite willing to send ten thousand troops to help James his
master, but the Jacobites must take care not to bring ruin on the
Cause by a rash attempt. Murray was startled at Amelot’s answer
after the assurances he had had from Sempill and Balhaldy of the
minister’s keenness to help; he was further distressed that some
arrangements, which Sempill had confidently mentioned to him as
being made, were unknown to Amelot, while the minister owned that
he had not read the Memorials, but promised to look into them.
It was on this occasion that Murray first became suspicious of the
behaviour of Balhaldy and Sempill, a state of mind which grew later
to absolute frenzy. When arranging for the interview with Amelot,
they hinted very plainly to Murray that he must exaggerate any
accounts he gave of preparations in Scotland. He came to the
conclusion that they were deceiving the French minister by
overstating Jacobite prospects at home, and after the interview he
was further persuaded that Balhaldy and Sempill were similarly
deceiving the Jacobite leaders with exaggerated accounts of French
promises. He was further mortified to find that the Earl Marischal,
who was much respected in Scotland, and to whom the Jacobite
Scotsmen looked as their leader in any rising, would have nothing to
do with Sempill and Balhaldy; while, on their part, they described the
earl as a wrong-headed man, continually setting himself in
opposition to his master and those employed by him, and applied to
him the epithet of ‘honourable fool.’
Apparently about this time the preparations of the English
Jacobites were languishing, and Balhaldy, proud of the Scottish
Association which he looked upon as his own creation, volunteered
to go over to England and arrange a similar Concert among the
English leaders. He and Murray went to London together, and there
Murray took the opportunity of privately seeing Cecil, the Jacobite
agent for England. Cecil explained his difficulties, told him of the
dissensions among the English Jacobites, and of their complaints
about Sempill, who, he considered, was being imposed upon by the
French Ministry. It is characteristic of Jacobite plotting to find that
Murray concealed, on the one side, his interviews with Cecil from
Balhaldy, and, on the other, he kept it a secret from Cecil that he had
ever been in France.[49] Disappointed with his mission both in
France and England, Murray returned to Edinburgh in March or April.
Meanwhile, Balhaldy was busy getting pledges
in England and making lists of Jacobite adherents
avowed and secret. Though they said they were Butler’s mission
willing to rise, he found they absolutely refused to to England.
give any pledge in writing, and he suggested, through Sempill, that
the French minister should send over a man he could trust to see the
state of matters for himself. Amelot selected an equerry of King
Louis’s of the name of Butler, an Englishman by birth. Under
pretence of purchasing horses, Butler visited racecourses in
England, where he had the opportunity of meeting country
gentlemen, and was astonished to find that at Lichfield, where he
met three hundred lords and gentlemen, of whom, he said, the
poorest possessed £3000 a year, he found only one who was not
opposed to the Government. On his return to France, Butler sent in a
long report on the possibilities of an English rising. He told the
French Government that after going through part of England, a
document had been placed in his hands giving an account of the
whole country, from which it appeared that three-quarters of the well-
to-do (‘qui avaient les biens-fonds’) were zealous adherents of their
legitimate king, and that he had been enabled to verify this statement
through men who could be trusted, some of whom indeed were
partisans of the Government. He was amazed that the Government
was able to exist at all where it was so generally hated. The secret,
he said, was that all positions of authority—the army, the navy, the
revenue offices—were in the hands of their mercenary partisans.
The English noblesse were untrained to war, and a very small body
of regular soldiers could easily crush large numbers of men unused
to discipline. It would be necessary then to have a force of regular
troops from abroad to make head against those of the Government.
 Butler and Balhaldy returned to France in
October. During their absence things had changed;
the battle of Dettingen had been fought (June 27th, French
1743), although Great Britain and France were determine on an
Invasion.
technically at peace. King Louis was furious, and
he took the matter up personally, and gave
instructions to prepare an expeditionary force for
the invasion of England. The main body was to Letter of Louis
xv. to Philip v.
consist of sixteen battalions of infantry and one
regiment of dismounted dragoons, under Marshal Saxe, and was to
land in the Thames. It was further suggested that two or three
battalions should be sent to Scotland. Prince Charles Edward was
invited to accompany the expedition, and was secretly brought from
Rome, arriving in Paris at the end of January 1744. There was no
affectation of altruism for the Stuart exile in King Louis’s mind, but
the zeal of the Jacobites was to be exploited. He wrote his private
views to his uncle, the King of Spain, communicating a project that
he had formed, he said, in great secrecy, which was to destroy at
one blow the foundations of the league of the enemies of the House
of Bourbon. It might, perhaps, be hazardous, but from all that he
could learn it was likely to be successful. He wished to act in concert
with Spain. He sent a plan of campaign. Everything was ready for
execution, and he proposed to begin the expedition on the 1st of
January. It would be a very good thing that the British minister should
see that the barrier of the sea did not entirely protect England from
French enterprise.[50] It might be that the revolution to be promoted
by the expedition would not be so quick as was expected, but in any
case there would be a civil war which would necessitate the recall of
the English troops in the Netherlands. The Courts of Vienna and
Turin would no longer receive English subsidies, and these Courts,
left to their own resources, would submit to terms provided they were
not too rigorous.[51]
The story of the collapse of the proposed
invasion is too well known to need description. Ten
thousand troops were on board ship. Marshal Saxe Collapse of
French
and Prince Charles were ready to embark. On the Expedition.
night of the 6th of March a terrible storm arose
which lasted some days. The protecting men-of-war were dispersed,
many of the transports were sunk, a British fleet appeared in the
Channel, and Saxe was ordered to tell the Prince first that the
enterprise was postponed, and later that it was abandoned. Charles,
nearly broken-hearted, remained on in France, living in great privacy,
and hoping against hope that the French would renew their
preparations. For a time he remained at Gravelines, where Lord
Marischal was with him. He longed for action, and implored the earl
to urge the French to renew the expedition to England, but Marischal
only suggested difficulties. Charles proposed an expedition to
Scotland, but his lordship said it would mean destruction. Then he
desired to make a campaign with the French army, but Lord
Marischal said it would only disgust the English. Charles removed to
Montmartre, near Paris, but he was ordered to maintain the strictest
incognito. He asked to see King Louis, but he was refused any
audience. His old tutor, Sir Thomas Sheridan, was sent from Rome
to be with him; also George Kelly, Atterbury’s old secretary, who,
since his escape from the Tower, had been living at Avignon. He took
as his confessor a Cordelier friar of the name Kelly, a relative of the
Protestant George Kelly, and, sad to say, a sorry drunkard, whose
example did Charles no good. These Irish companions soon
quarrelled with Balhaldy and Sempill, who wrote to the Chevalier
complaining of their evil influence, while the Irishmen also wrote
denouncing Balhaldy and Sempill.
Charles left Montmartre. His cousin, the Bishop of Soissons, son
of the Marshal Duke of Berwick, kindly lent him his Château
Fitzjames, a house seven posts from Paris on the Calais road, where
he remained for a time. Another cousin, the Duke of Bouillon, a
nephew of his mother, also was very kind, and entertained him at
Navarre, a château near Evreux in Normandy. But his life was full of
weary days. He could get nothing from the French, and ‘our friends
in England,’ he wrote to his father, are ‘afraid of their own shadow,
and think of little else than of diverting themselves.’ Things seemed
very hopeless: the Scots alone remained faithful.
 From the time that Murray left London in the
spring of 1743, the Jacobite Associators had
received no letters from Balhaldy. The suspense Suspense in
was very trying; indeed Lord Lovat felt for a time so Scotland.
hopeless that he proposed to retire with his son to France and end
his days in a religious house.[52] Lovat’s spirits seem to have risen
shortly after this owing to some success he had in persuading his
neighbours to join the Cause, and he eventually resolved to remain
in Scotland. It was only from the newspapers the Jacobite leaders
knew of the French preparations, but towards the end of December a
letter was received from Balhaldy, which stated that the descent was
to take place in the month of January. Other letters, however, threw
some doubt on Lord Marischal’s part of the enterprise, which
included an auxiliary landing in Scotland, and once more the
Jacobite leaders were thrown into a state of suspense. They felt,
however, that preparations must be made, and an active propaganda
began among the Stuart adherents.
In due course news of the disaster to the
French fleet reached Scotland, but no word came
from Balhaldy or Sempill, and it was then Murray’s
determined to send John Murray to France to find interview with
Prince Charles,
out the state of matters. Murray tells the story of August 1744.
his mission in his Memorials. He met Prince
Charles at Paris on several occasions, and told him that so far from
there being 20,000 Highlanders ready to rise, as was the boast of
Balhaldy, it would be unwise to depend on more than 4000, if so
many. But in spite of this discouraging information, the Prince
categorically informed Murray that whatever happened he was
determined to go to Scotland the following summer, though with a
single footman.[53]
Murray hastened home, and at once began an active canvass
among the Jacobites; money and arms were collected, and
arrangements were made in various parts of the country. Among
other expedients was the establishment of Jacobite clubs, and the
celebrated ‘Buck Club’ was founded in Edinburgh. The members of
these clubs were not at one among themselves. Some of them said
they were prepared to join Prince Charles whatever happened, but
others only undertook to join if he were accompanied by a French
expedition. At a meeting of the Club a document was drawn up by
Murray representing the views of the majority present, which insisted
that unless the Prince could bring them 6000 regular troops, arms for
10,000 more, and 30,000 louis d’or, it would mean ruin to himself, to
the Cause, and to his supporters.[54] This letter was handed to Lord
Traquair, who undertook to take it to London and have it sent to
Prince Charles in France. By Traquair it was delayed, possibly
because he was busy paying court to the lady who about this time
became Countess of Traquair,[55] but to the expectant Jacobites for
no apparent reason save apathy. After keeping the letter for four
months he returned it in April 1745, with the statement that he had
been unable to find a proper messenger. Another letter was then
sent by young Glengarry, who was about to proceed to France to join
the Scottish regiment raised by Lord John Drummond for service in
the French army. It was, however, too late; the Prince had left Paris
before the letter could be delivered.
Distressed that the King of France would not admit him to his
presence; wearied with the shuffling of the English Jacobites and the
French ministers; depressed by Lord Marischal, who chilled his
adventurous aspirations; plagued, as he tells his father, with the
tracasseries of his own people, Charles determined to trust himself
to the loyalty of the Scottish Highlanders. He ran heavily into debt;
he purchased 40,000 livres’ worth of weapons and munitions,—
muskets, broadswords, and twenty small field-pieces; he hired and
fitted out two vessels. With 4000 louis d’or in his cassette he
embarked with seven followers at Nantes on June 22nd (O.S.).
On July 25th he landed in Arisaig,—the ’Forty-five had begun.
 PAPERS OF JOHN MURRAY OF
BROUGHTON
These papers, picked up after Culloden, are fragmentary and are
not easy reading without a knowledge of their general historical
setting, and this I have endeavoured to give in brief outline in the
preceding pages. They are particularly interesting as throwing
glimpses of light on the origins of the last Jacobite rising. They were
written before the collapse of that rising and before Murray, after the
great betrayal, had become a social outcast. Murray’s Memorials,
edited for the Scottish History Society by the late Mr. Fitzroy Bell,
were written thirteen years after Culloden as a history and a
vindication. These papers may be considered as memoranda or
records of the business Murray had been transacting, and they view
the situation from a different angle.
Some of the events mentioned in the Memorials are told with
fuller detail in these papers; they also contain thirteen hitherto
unpublished letters, consisting for the most part of a correspondence
between Murray and the Chevalier de St. George and his secretary
James Edgar. But to my mind the chief interest of the papers lies in
the fact that they present a clue to the origin of the Jacobite revival
which led up to the ’Forty-five; that clue will be found in Murray’s
note on page 25.
In 1901 the Headquarters Staff of the French Army issued a
monograph based on French State Papers, giving in great detail the
project for the invasion of Great Britain in 1744, and the negotiations
which led up to it. The book is entitled Louis XV. et les Jacobites, the
author being Captain Jean Colin of the French Staff. In his opening
sentence Captain Colin tells how the Chevalier de St. George was
living tranquilly in Rome, having abandoned all hope of a restoration,
when about the end of 1737 he received a message from his
subjects in Scotland informing him that the Scottish Highlanders
would be able, successfully, to oppose the Government troops then
in Scotland. In no English or Scottish history, so far as I am aware,
has this message from Scotland been emphasised, but in the French
records it is assumed as the starting-point of the movement on the
part of the French Government to undertake an expedition in favour
of the Stuarts. Murray refers to Glenbucket’s mission in the
Memorials (p. 2), though very casually, and as if it were a matter of
little moment, but the insistence in French State Papers of the
importance of the Scottish message made it necessary to investigate
the matter further.
The first step to discover was the date of the sale of the estate of
Glenbucket, the price of which was probably required for the
expenses of the mission, and it was found from Duff family papers,
kindly communicated by the authors of The Book of the Duffs, that
Glenbucket sold his estate to Lord Braco in 1737. The next step is
told in the pages of James Francis Edward, where it is narrated that
Glenbucket was in Paris about the end of that year, that he there
presented to Cardinal Fleury a scheme for a rising in Scotland, which
he proposed should be assisted by the Irish regiments in the service
of Louis xv. The same work tells how Glenbucket went on to Rome
in January 1738, and there conveyed to the Chevalier satisfactory
assurances from the Highlands, but few from the Lowlands.[56] The
result was that William Hay was sent to Scotland on the mission
which eventuated in the ‘Concert’ of Jacobite leaders, Highland and
Lowland, and Balhaldy’s subsequent mission to Paris and Rome.
It would be interesting to know who the Highlanders were who
entrusted Glenbucket with the message to Rome. Murray, in his
jealous, disparaging way, remarks that it could only be Glengarry
and General Gordon, but either he did not know much about
Glenbucket or he was prejudiced. In an account of the Highland
clans preserved in the Public Record Office, and evidently prepared
for the information of the Government after he had turned traitor,
Murray writes: ‘I have heard Gordon of Glenbucket looked upon as a
man of Consequence, whereas, in fact, he is quite the reverse. He is
not liked by his own name, a man of no property nor natural
following, of very mean understanding, with a vast deal of vanity.’[57]
But this word-portrait does not correspond with that drawn by a writer
who had better opportunities of knowing Glenbucket. The author of
the Memoirs of the Rebellion in the Counties of Aberdeen and Banff
particularly emphasises the affection he inspired in the Highlanders,
and significantly adds:—
‘It is generally believed he was very serviceable to the
court of Rome, in keeping up their correspondence with
the Chiefs of the Clans, and was certainly ... of late years
over at that court, when his Low Country friends believed
him to be all the while in the Highlands.’[58]
It may be that Lovat was one of those Highlanders who joined in
Glenbucket’s message. About this time he had been deprived of his
sheriffship and of his independent company, and, furious against the
Government, had almost openly avowed his Jacobitism. In 1736 he,
as sheriff, had released the Jacobite agent John Roy Stewart from
prison in Inverness and by him had despatched a message of
devotion to the Chevalier,[59] but of his co-operation with Glenbucket
I have found no hint. The sequence of events here narrated make it
plain that whoever it was for whom he spoke, it was Gordon of
Glenbucket whose initiative in 1737 originated the Jacobite revival
which eventually brought Prince Charles to Scotland.
Analysis of the papers is unnecessary after the admirable
introduction to the Memorials by Mr. Fitzroy Bell, but it may interest
readers of that work to refer to two letters mentioned in the
Memorials. The first of these was a letter Murray says he wrote to
the Chevalier giving an account of his interview with Cecil in London.
[60] Mr. Bell searched the Stuart Papers at Windsor, but failed to find
it. I think the letter printed on page 20 is the letter that was intended,
though it is addressed not to James but to his secretary Edgar. The
other letter mentioned in the Memorials was one to the Earl
Marischal written about the same time. It was entrusted for delivery
to Balhaldy and Traquair, but to Murray’s intense indignation they
destroyed it. In the Memorials he expresses his regret that he has
not a copy to insert. There is little doubt that the letter on page 27 of
these papers is the draft of the letter referred to.
 The account of the interview with Cecil (pp. 16, 21) makes
pathetic reading. Murray, the Scottish official agent, fresh from
seeing Balhaldy and Sempill, the official agents in Paris, is conscious
that the latter are deceiving both the French Government and their
own party. Murray conceals from Balhaldy that he is going to
interview Cecil; from Cecil that he has been in Paris. Cecil, on the
other hand, makes only a partial disclosure of his feelings in
Murray’s presence. He is contemptuous of his Jacobite colleagues,
the Duchess of Buckingham and her party, and he has not a good
word to say of Sempill. Murray again ridicules Cecil, of whom he has
a poor opinion.
How could a cause served by such agents ever prosper?

This copy of John Murray’s papers and the three following

documents were found among some papers relating to the ’Forty-five
collected by a gentleman of Midlothian shortly after the Rising. Many
years ago I was permitted to copy them, and from these transcripts
the text has been printed.
 MEMORIAL CONCERNING THE
HIGHLANDS
In 1898 the late Mr. Andrew Lang edited and published a
manuscript from the King’s Library in the British Museum, which he
entitled The Highlands of Scotland in 1750. Mr. Lang was unable to
discover the author, but conjectured that it was written by Mr. Bruce,
a Government agent employed to survey the Highland forfeited
estates after the ’Forty-five. A close scrutiny of Mr. Lang’s volume
along with the Memorial here printed has convinced me that they are
the work of the same hand. Whoever wrote the manuscript in the
King’s Library, the information contained therein came from the
author of this ‘Memorial.’ The manuscript in the British Museum
contains a good deal more than this Memorial, but the views
advanced are generally the same, the sentiments are similar, and
occasionally the phraseology is identical.
The manuscript from which the ‘Memorial Concerning the
Highlands’ is printed is holograph of the Rev. Alexander Macbean,
minister of Inverness at the time of the ’Forty-five. Macbean was well
qualified to write on this subject. I have been unable to discover the
place of his birth, but it may be conjectured that, if not actually born
in the Macbean country, his family came from there, i.e. that part of
Inverness-shire lying to the east of Loch Ness, of which The
Mackintosh was feudal superior. The earliest information that can be
gleaned from ecclesiastical records is that he received his degree of
Master of Arts from the University of St. Andrews in 1702, and that
he was employed as schoolmaster at Fort William from 1701 to
1709. That his salary was slender may well be believed, but its
tenuity was aggravated by the fact that it was not paid regularly. We
find that as late as 1717 the Commission of the General Assembly
applied to the Treasury for arrears due to Macbean, and was bluntly
refused on the ground that the Treasury was not responsible for
debts incurred before the Union of 1707.
Alexander Macbean went from the Western Highlands to
Roxburghshire, where he became chaplain to Douglas of Cavers,
and was licensed as a probationer by the Presbytery of Edinburgh in
1711. In the following year the right of presentation to the parish of
Avoch in the Black Isle, Ross-shire, having fallen to the Presbytery of
Chanonry, jure devoluto, Macbean was selected to fill the vacancy,
and was ordained minister of the parish in June 1712. His
appointment met with fierce opposition. His predecessor had been
one of the pre-Revolution episcopal ministers who had retained his
living, and the parishioners, for the most part episcopalians, resented
his intrusion and fretted him with litigation. He became so unhappy
that he obtained permission to resign his charge. In 1714 he was
presented to the rural parish of Douglas in Lanarkshire, and there he
remained for six years. In 1720 he was back in the Highlands as
minister of the ‘third charge’ of Inverness; and in 1727 he was
transferred to the ‘first charge’ of that important town, and there he
remained until his death in 1762.
In Inverness he made his individuality strongly felt as champion
for the Government. He was ‘the John Knox of the North,’ and one
who exerted himself to suppress the spirit of rebellion in and about
Inverness in the years 1745 and 1746.
On one occasion he nearly fell a victim to his interest in the
struggle. Having gone with many others to the Muir of Culloden to
witness the battle, one of the flying Highlanders attempted to cut him
down with his broadsword, but the blow was warded off by a
bystander.
Alexander Macbean was the father of a very distinguished son,
Lieut.-General Forbes Macbean (1725-1800) of the Royal Artillery.
This officer was educated at the Royal Military Academy, Woolwich,
was present at Fontenoy in 1745, and at Minden in 1759. At Minden
he so distinguished himself that he was presented with a gratuity of
five hundred crowns and a letter of thanks from the Commander-in-
Chief, Prince Ferdinand of Brunswick, written with his own hand.
Forbes Macbean subsequently became Inspector-General of
Portuguese Artillery, 1765-69; served in Canada 1769-73 and 1778-
80; but his principal claim to the gratitude of posterity is a collection
of manuscript notes recording the early history of the Royal Artillery.

Of Alexander Macbean’s ‘Memorial’ it is perhaps enough to say

that it is, considering the times, fairly impartial, and corresponds on
the whole with authentic information gleaned from other sources. I
have taken the opportunity of supplementing, perhaps overloading,
his text with notes detailing, so far as I have been able to discover
them from various sources, the names of the principal Highland
gentlemen who were concerned in the Rising of the ’Forty-five.
 AN ACCOUNT OF THE LATE
REBELLION FROM ROSS AND
SUTHERLAND
The author of this narrative was Daniel Munro, minister of the
parish of Tain. His origin was probably humble, as in Scott’s Fasti it
is stated that owing to his knowledge of the Irish (i.e. Gaelic)
language, he was educated on the Church’s charitable funds, and
held a bursary from the Synod of Ross at Marischal College, and the
University of Aberdeen. Munro was minister of the parish of
Auldearn, near Nairn, from 1736 to April 1745, when he was
translated to Tain, where he remained until his death in 1748. Of his
life and work I have found little record. Andrew Henderson, the
author of the Edinburgh History of the Rebellion, who knew this
country well, says that he was ‘an uncouth man, a monster of
impiety, wickedness, and ill nature.’ He further states that he was
turned out of his church for ‘fighting and other immoralities.’[61]
This ‘Account’ is a very meagre one. The important fact in the
history of Ross in the ’Forty-five was that the head of the house of
Seaforth forsook the family tradition and took active part with the
Government against the old royal family. It was a heavy blow to
Prince Charles when Lord Macleod, eldest son of Lord Cromartie,
who went to Glasgow to see the Prince in January 1746, informed
him at supper that Seaforth had furnished two hundred men for the
service of the Government. Charles turned to the French minister
and gasped, ‘Hé, mon Dieu, et Seaforth est aussi contre moi!’
Kenneth Mackenzie, known as Lord Fortrose (which was really a
Jacobite title), would have been the sixth Earl of Seaforth but for the
attainder. His wife was Lady Mary Stewart, eldest daughter of the
Earl of Galloway. She held Jacobite principles and raised many of
her husband’s clan for the Prince, while most of Fortrose’s men
eventually deserted to the Jacobites.
The principal operations in Ross and Sutherland began after
Inverness had been taken by the Jacobite army. Lord Loudoun then
retired to the shores of the Dornoch Firth. Lord Cromartie was sent in
pursuit. Loudoun had boats, and when Cromartie approached him,
he crossed the Firth to Dornoch. The Jacobites had to go round by
the head of the Firth, whereupon Loudoun returned in his boats to
the southern shore at Tain, and went back to Sutherland when
Cromartie came to Ross. Cromartie was superseded by the Duke of
Perth. Land operations seeming to be useless, a flotilla of boats was
secretly collected at Findhorn and taken to Tain under shelter of a
dense fog. On March 20th, 1746, Perth crossed over the Meikle
Ferry, and completely defeated Loudoun at the bloodless battle of
Dornoch. Lord Loudoun, along with Duncan Forbes, Sir Alexander
Macdonald, Macleod of Macleod, fled to the Isle of Skye, while the
chief of Mackintosh was taken prisoner.
On March 25th, the Hazard, a sloop of war which had been
captured by the Jacobites at Montrose four months previously and
sent to France, when returning with money, stores, and recruits, was
forced to run ashore in the Kyle of Tongue by four men-of-war. Lord
Reay, the Whig head of the Mackays, took possession of the wreck
and its contents, including 156 prisoners and £12,000, the money
being sorely needed by the army. Lord Cromartie and his son, Lord
Macleod, were sent with a force of 1500 men to expostulate with
Lord Reay, and if possible to recover the spoil. In this they naturally
failed, but they continued the march as far as Thurso, beating up for
recruits and levying the land cess upon the inhabitants.[62] On the
way back, Cromartie and his son paid a visit to the Countess of
Sutherland at Dunrobin. There, on the day before the battle of
Culloden, they were made prisoners by the clever trick of a certain
Ensign Mackay, while their followers, then at Golspie, were beaten
and dispersed in an action sometimes called the battle of the Little
Ferry.
 MEMOIRS OF THE REBELLION IN
THE COUNTIES OF ABERDEEN AND
BANFF
This manuscript bears neither signature nor date, and gives no
indication of authorship. There can, however, be little doubt that the
author of the narrative was a minister belonging to Aberdeen or
Banffshire, and that it was written at the same time as the two
previous papers, about the end of 1746 or the beginning of 1747.
The story of the events of the Rising in the north-eastern counties
is recounted with much fulness of detail, and with a minute
knowledge of the country and the people. It is told, moreover, with
marked fairness. Although the writer is a Whig, he speaks kindly of
the Jacobite leaders, and he does not conceal the cruelties
committed by the Government troops.
He tells the story of the skirmish of Inverurie in greater detail than
is found elsewhere, and he gives picturesque touches in places that
add to the interest of his narrative. Specially graphic is his account of
Macleod’s famous piper, MacCrimmon, who was captured in that
action.
The condition of parties in the north-eastern counties was not
what it had been in the ’Fifteen. At that time the great lords of the
counties had been Jacobite, whereas in 1745 most of the
Aberdeenshire peers were supporters of the Government. None of
them, however, took a prominent lead in the struggle. It is interesting
to read the reasons given by the author of these Memoirs for the
reticence of the Whig peers. The Duke of Gordon was prevented by
indisposition. Lord Findlater’s sickly condition quite disabled him, and
Lord Kintore’s incumbrances on his fortune were a drawback. Lord
Forbes again had by no means an estate suited to his ability, while
Lord Saltoun had no weight in the county. As for Lord Braco
(afterwards Earl Fife), the newness of his family would have marred
any project of his forming. The author considers, however, that
something might have been expected of the Earl of Aberdeen.[63]
These explanations carry no conviction, and there can be little
doubt that, in the beginning, these Aberdeenshire lords were more or
less sitting on the fence. Nor is this to be wondered at; family
tradition and family connection would make them very chary of
taking any prominent steps against the Jacobites. The Duke of
Gordon, whose mother was a daughter of the Earl of Peterborough,
had been brought up a Protestant and a Whig in defiance of the
Catholic religion and Jacobite principles of his predecessors. Yet he
must have had some sympathy with the family tradition. Early in
September his father’s old factor, Gordon of Glenbucket, carried off
horses and arms from Gordon Castle while the Duke was there,
apparently with his connivance. Moreover, Sir Harry Innes of Innes in
writing of this to his brother-in-law, Ludovick Grant, adds: ‘I am sory
to tell yow that the Duke is quite wronge.’[64] By the end of
November, however, he had pronounced for the Government. Lord
Findlater was a Jacobite in the ’Fifteen, and had then been
imprisoned in Edinburgh Castle. Lord Kintore’s father had fought at
Sheriffmuir, and been deprived of his office of Knight-Marischal as a
punishment. Lord Braco’s family was deeply concerned on the
Jacobite side; his son-in-law, Sir William Gordon of Park, his brother-
in-law, William Baird of Auchmedden, his nephew, a son of Duff of
Hatton, were all ‘out,’ and his eldest son was only kept by force from
joining the Jacobites.[65] Lord Aberdeen had only in March
succeeded his father, who, it is known, had intended to join the
Stuart cause.[66]
Lord Forbes, whose traditions were Whig, and whose father was
Lord-Lieutenant of the county in 1715, might have acted, but his
family connections were nearly all Jacobite. He was the brother-in-
law of Lord Pitsligo and Gordon of Park, while his three daughters
were married to prominent Jacobites.[67]
Nor on the Jacobite side were there any noted personages. The
two most prominent Jacobite leaders were Gordon of Glenbucket, a
tenant farmer, and Lord Pitsligo. Though of small estate, Lord
Pitsligo was universally respected for his high character and his
personal piety. He knew his own mind and never faltered. He had
been out in the ’Fifteen, and was sixty-seven years of age. In a letter
to a friend, he confesses that what really troubled him was the fear of
ridicule that a man of his age should take part in the adventure; but
he thought, and weighed, and weighed again. His enthusiasm was of
the coldest kind, but duty called him and he obeyed. His example
influenced many Aberdeen and Banffshire lairds, and he gathered a
considerable contingent of horse and foot. It is related that when he
was ready to start to join the Prince, and had put himself at the head
of his troop, he turned his face upwards and prayed aloud, ‘O Lord,
Thou knowest that our cause is just,’ and then quietly gave the order
to march.[68]
To understand these Memoirs fully, it is necessary to place them
in their historical setting, and to give a brief outline of the military
operations during the campaign.
On August 31st the corporation of Aberdeen, thoroughly alarmed
at the news of the advance of Prince Charles, determined to put the
city into a position of defence. Lists were made of all available
citizens, who were embodied into a force of twelve companies of
infantry and a detachment of artillery, while arms and ammunition
were collected for their equipment. Sir John Cope, who had left
Inverness on September 4th, reached Aberdeen on the 11th. Finding
guns placed to defend the harbour and citizens fully armed, he
commandeered both cannon and small arms, and carried them off,
alleging that otherwise they might fall into the enemy’s hands. Cope
left Aberdeen by sea for the Firth of Forth on September 15th, the
city being left without any defence.
Meantime the Jacobites were not idle. Gordon of Glenbucket,
now aged seventy-two, had been bed-ridden for three years, but he
no sooner heard of the Prince’s arrival than he experienced ‘a kind of
new life.’[69] Although bent nearly double on horseback, he hurried
off to the West Highlands, and met Prince Charles at Kinlochmoidart
on August 18th. He was back in Banffshire raising men by
September 5th.[70] John Hamilton, the Duke of Gordon’s factor in
Strathbogie, also quickly raised a contingent, and ten days after
Cope’s departure, on September 25th, he marched into Aberdeen,
where he proclaimed King James at the Cross, and perpetrated the
somewhat ludicrous outrage on the provost and magistrates narrated
on page 119. From that time until the last week in February,
Aberdeen was under Jacobite government. Men were hurriedly
collected; and on October 4th Glenbucket joined Prince Charles at
Edinburgh with 400 men from Strathavon and Glenlivet, Hamilton
also arrived in the city with 480 from Strathbogie and the Enzie. On
the 9th Lord Pitsligo followed with 132 horse and 248 foot.
In the last week of October Lord Lewis Gordon, brother of the
Duke of Gordon, a young naval officer who had joined the Prince in
Edinburgh, was sent north as Lord-Lieutenant of the counties of
Aberdeen and Banff. He found his task harder than he expected,
being grossly thwarted by ‘the vile and malicious behaviour of the
Prysbiterian ministers.’[71] Towards the end of November, to his
intense surprise, his brother, the Duke, instructed his vassals to
disregard Lord Lewis’s orders.[72] In spite of discouragement, Lord
Lewis worked on. Moir of Lonmay was appointed deputy-governor of
Aberdeenshire and Baird of Auchmedden of Banffshire. Three new
regiments were raised under Moir of Stonywood (Lonmay’s brother),
Gordon of Avochy (Glenbucket’s nephew), and Farquharson of
Monaltrie, a cadet of Invercauld; rates and taxes were imposed and
collected; and a good deal of hardship was inflicted on the lieges.
After the battle of Prestonpans (September 21st) Lord Loudoun,
who there acted as Cope’s adjutant-general, had gone to London,
where he received a commission to return to Inverness to command
an army of Highlanders friendly to the Government, then being
organised by Duncan Forbes of Culloden.
By December Loudoun was able to send an expedition under
Munro of Culcairn and Macleod of Macleod to relieve Aberdeen.
Lord Lewis Gordon, reinforced by some of the French troops of Lord
John Drummond, which had landed in November at Stonehaven,
Peterhead, and Montrose, met the invaders at Inverurie on
December 23rd. He defeated Macleod completely, and forced him to
retire across the Spey, thus freeing Aberdeen and Banff from all
enemy troops.
Lord Lewis now collected all his available forces and marched to
Stirling to join Prince Charles, who had returned from his English
expedition; and by the first week in January 1746 Aberdeen was left
without Jacobite troops. The battle of Falkirk was fought on January
17th, and on February 1st the army of Prince Charles began its
retreat to the north. One column under Lord George Murray, taking
the coast road, marched through Aberdeen and on to Elgin; another
proceeded by Glenshee and Braemar, occupying for a time the
northern districts of the county; the main body of the Highlanders
went by Blair Atholl and Badenoch to Inverness. Two small French
contingents landed at Aberdeenshire ports on February 21st and
22nd, but on the 23rd the last of the Jacobite army had left the town
of Aberdeen.
Meantime, Cumberland’s army was in full pursuit. It left Perth on
February 20th, and the van reached Aberdeen on the 25th, the Duke
himself following two days later. The Earl of Albemarle and General
Bland, along with Brigadier Mordaunt, occupied Strathbogie, the
Jacobites retiring before them. Lord John Drummond was entrusted
with the defence of the passage of the Spey, but some troops were
left under John Roy Stewart and Major Glascoe to carry on a
guerrilla warfare. Glascoe, on March 20th, surprised a detachment of
Campbell’s and Kingston’s horse at Keith, and captured nearly the
whole garrison.
Hitherto the loyal inhabitants of Aberdeen had murmured at the
excesses of the Jacobite troops, but their complaints were more
bitter at the excesses of those of the Government.[73] Houses were
plundered and burned, the chapels and meeting-houses of Roman
Catholics and Episcopalian non-jurors were destroyed, and the
inhabitants were more or less terrorised. In the General Order Book
of the Duke of Cumberland, an instance is given of the kind of
punishment that was meted out. There was a certain loyal
schoolmaster in the parish of Glass, who, having learned that John
Roy Stewart intended to spring a surprise similar to that at Keith,