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Library of Congress Cataloging-in-Publication Data

Names: Harrington, Nicki, author. | Terry, Cynthia Lee, author.
Title: LPN to RN transitions : achieving success in your new role / Nicki Harrington, Cynthia Lee
Terry.
Description: Fifth edition. | Philadelphia : Wolters Kluwer, [2019] | Includes bibliographical references
and index.
Identifiers: LCCN 2017049373 | ISBN 9781496382733
Subjects: | MESH: Nursing | Career Mobility | Nurse’s Role | Nurses—psychology | Examination
Questions | Case Reports
Classification: LCC RT82 | NLM WY 18.2 | DDC 610.7306/9076—dc23 LC record available at
https://lccn.loc.gov/2017049373

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 To my father and mother,
whose spirits are still with
me, and who always believed
in me and supported me. I
thank you for the values you
modeled and instilled in me
throughout my life.
My greatest appreciation goes
to Jim, my husband, partner,
and best friend in life, for his
enduring love and support;
and Cayden Chance, our
beautiful son, who always
keeps me focused on the most
important things in life—
God’s gifts of love and life.
—Nicki Harrington

To my husband, Dale Robert

Terry. You are a calming,
quiet factor in a crazy, chaotic
world. I love you, and this
book is dedicated to you, my
soulmate.
—Cynthia Lee Terry
 Reviewers

Dana M. Botz, MSN, RN, CNE

Nursing Faculty
North Hennepin Community College
Brooklyn Park, Minnesota

Wendy Cockron, MSN, RN, CNE, CCRN

Director of Associate Degree Nursing VN to RN Transition Program
The College of Health Care Profession
Houston, Texas

Ruth Gliss, MS, RN, CNE

Associate Professor of Nursing
Genesee Community College
Batavia, New York

Renee Harrison, RN, MS

Assistant Professor of Nursing
Tulsa Community College
Tulsa, Oklahoma

Sandra Hughes, PhD, MSN, RN, CNE

Nursing Faculty
Triton College
River Grove, Illinois

Angela Moore, RN, MSN Ed

Assistant Director of Nurses
Career Care Institute
San Bernardino, California

Shelley Sager, BScN, RN, ADED

Coordinator RPN to BScN
Conestoga College
Ontario, Canada

Lori-Ann Sarmiento, MSN, RN

Associate Degree Nursing Coordinator
Guilford Technical Community College
Jamestown, North Carolina

Debra Smith, MSN, APRN, C-PNP

Louisiana State University at Alexandria
Alexandria, Louisiana

Sandra Stone, MSN, RN, CNE

Assistant Professor
Lincoln University
Fort Leonard Wood, Missouri

Nicole B. Zeller, MSN, RN, CNE

Nursing Faculty
Lake Land College
Mattoon, Illinois
 Preface

Reentering the rigors of academic life is a monumental decision for any

LPN/LVN returning to school. It is both a personal and financial investment,
fraught with extreme highs and lows. This new path will challenge the
aspiring associate degree nurse to operate in a sometimes chaotic new world
that requires nonlinear thinking, balancing many simultaneous challenges,
and a global perspective. It also requires the nurse to be an independent
practitioner, while functioning collaboratively within an expanded and more
specialized health care team. The revised fifth edition of LPN to RN
Transitions: Achieving Success in Your New Role serves as a guide to prepare
students for a successful journey on this new path.
FEATURES
We have retained those features of the fourth edition that former students and
educators found most helpful, such as the case studies, the “Thinking
Critically” feature, student exercises, sample NCLEX-RN questions, the
personal education plan (PEP), and additional print, electronic, and Web
resources. We have retained the case studies of real student experiences at the
beginning of each chapter, as they continue to assist the reader in realizing
that the journey to associate degree nursing is not an isolated one, but one
that is shared by other students of all ages and life backgrounds. Students
may see their own situations portrayed in one or more of these case studies
and recognize that others have experienced the same challenges.
Interactive student exercises and development of a PEP are strategies
used throughout the text to help the student with role transition to the ADN
program, taking into consideration the student’s own experience and the
program’s philosophy, curricular framework, and student learning outcomes.
The “Thinking Critically” feature provides students with the opportunity to
reflect on material presented, to examine application of theoretical content to
the clinical practice setting, and to share perspectives with peers and in a
group setting. This text is designed to be used by students in a variety of adult
learning modes, including independent study, classroom collaborative work
groups, and online discussions and interactions in virtual learning spaces.
TEXT ORGANIZATION
Chapters have been revised to include more evidence-based practice
strategies, and clinical judgments were indicated. Tables and displays have
been condensed and supplemented to help clarify important concepts.
Updated resources, professional documents, and Web sites will be of interest
to returning students and will afford them the opportunity to further explore
individual topics. In response to reviewer feedback, the nursing history
section in Chapter 4 has been shortened; more international concepts have
been infused; and Chapter 9 on Critical Thinking, Clinical Reasoning, and
Clinical Judgment has been extensively revised and updated.
The first several chapters have incorporated numerous college success
strategies and have been revised in this fifth edition to address a more
diverse, multicultural student population. The addition of student learning
outcomes to nursing curricula, as required by accrediting bodies, has been
further developed. Students are given the opportunity to assess their preferred
learning styles, and more information is provided on emotional intelligence,
study skills, writing professional papers for college courses, and time
management/organizational skills. Success strategies for English language
learners and for those with alternative lifestyles have also been included.
More support and resource information is provided for male nursing students,
students of color, and those with cross-gender sexual orientation.
The concepts of “role overload” and “role transition” have been further
expanded to support today’s students who are experiencing more financial
problems, working longer hours due to the slow economic recovery, and
facing personal challenges within their own social structures in today’s
economy. The increased use of faculty Web pages, virtual learning spaces,
threaded discussions, and social networking may pose additional challenges
for those re-entry students who are not at ease with these media. Returning
veterans entering nursing programs, coping with not only the transition to the
student role but also the transition to civilian life, may experience additional
difficulties. Strategies for coping with such challenges of “role overload” and
“role transition” are discussed.
The increasing demands of the profession, including increased advocacy,
evidence-based research, informatics, and more in-depth ethical decision-
making have been expanded. Therapeutic communication techniques and the
nurse’s role in collaborative practice with other health care providers
continue to be stressed and have been enhanced.
The nurse’s extended role of caring for not only individual
patients/clients and their families but also communities, including ethical
decision-making, and political advocacy for social policy has been expanded.
Therefore, we have included more global content, the international code of
ethics, spiritual nursing and entrepreneurism, informatics, and ethical
decision-making for the nurse as an integral part of a health care industry that
is dealing with such issues as reportable information, bioterrorism, genetic re-
engineering, cloning, stem cell research, cryogenics, and other technological
advances. The role of today’s nurse in evidence-based research, and
establishment of nursing diagnoses and best practices is also examined in
more depth.
The challenges of the LPN/LVN returning to school to seek a career in
professional nursing are many. However, as more nurses venture into such
specialized areas as nursing informatics, disaster preparedness, homeland
security, holistic nursing, spiritual nursing, and entrepreneurism, the
opportunities for careers in professional nursing practice continue to increase.
We have expanded content on the impact of emerging societal trends on the
practice of nursing. The world has become a different place in the past
decade, and students are asked to think critically about their personal and
professional viewpoints, values, and patient care interventions in the context
of these societal trends, which contribute to the constantly evolving role of
the professional nurse. Additionally, universal health care, increasing health
care costs, patient acuity, and pressures on the health care system to
maximize efficiency and productivity through greater nurse–patient ratios and
the use of paraprofessionals place increasing demands on today’s nurse. The
application of evidence-based research, critical thinking, and clinical
judgment are all encouraged throughout the text as the nurse confronts these
challenges as a critical member of the health care team.
Chapters 4 and 8 provide updates on legal and regulatory changes in
nursing and nursing education. Advancements in nursing organizations,
changes in licensing exams, and increased collaborative efforts
internationally are also included. The nurse compact, advanced practice
issues, and licensure issues across state lines are examined as nurses become
more mobile working in multiple states, and telecommunications and
portable medical records become more available. Other issues explored
include informatics and HIPAA requirements, issues of homeland security
and immigration, the impact of terrorism and disasters on nursing, and the
increased tension between Eastern healing and preventative health methods,
and Western medical treatment and reimbursement policies. Changes in the
health care delivery system, including managed health care, benefit and
reimbursement programs; changes in Social Security, the national health care
agenda, quality outcomes, and intercollaborative practice are also discussed
as the profession of nursing continues to “reshape” its agenda for the future.
The concept of “cultural proficiency” is further discussed, including the
development of cultural proficiency as a nurse. Cultural proficiency is critical
for today’s nurse, who must both model and lead others on the health care
team to serve changing demographics. Today’s health care team must grapple
with issues of immigration, caring for a multicultural clientele that may
include many undocumented community members, and caring for domestic
partners and same-sex married couples.
The clinical portion of the text has also been updated to reflect current
practice of RNs in the roles of care provider, manager of care, and member of
the discipline of nursing. Current nursing diagnoses and intercollaborative
practice diagnoses between nurses and physicians have been examined in
more depth, as well as the influence of international collaboratives within the
profession of nursing.
Lastly, increased emphasis is placed on lifelong learning and
intercollaborative practice. The skills needed by today’s nurse include the
ability to be resourceful, inquisitive, politically active, and to constantly
pursue additional knowledge, competencies, and career growth to meet the
needs of a rapidly changing world amidst an impending shortage of nurses,
nurse educators, nurse specialists, and other health care providers.
We believe that all of the features, revisions, and additions to this fifth
edition will meet the needs of a diverse student population with varied
learning styles and experiential backgrounds. It is our desire to provide
students with useful tools to successfully balance career, school, and personal
lives while pursuing their educational and professional goals.
TEACHING AND LEARNING
RESOURCES
To facilitate mastery of this text’s content, a comprehensive teaching and
learning package has been developed to assist faculty and students.
RESOURCES FOR INSTRUCTORS
Tools to assist you with teaching your course are available upon adoption of
this text at http://thePoint.lww.com/Harrington5e

A Test Generator lets you put together exclusive new tests from a bank
containing hundreds of questions to help you in assessing your students’
understanding of the material. Test questions link to chapter learning
objectives.
PowerPoint Presentations provide an easy way for you to integrate the
textbook with your students’ classroom experience, either via slide
shows or handouts. Multiple-choice and true/false questions are
integrated into the presentations to promote class participation and allow
you to use i-clicker technology.
An Image Bank lets you use the photographs and illustrations from this
textbook in your PowerPoint slides or as you see fit in your course.
Plus Syllabi, References and Suggest Readings, Web Resources, and
Strategies for Effective Learning.
RESOURCES FOR STUDENTS
An exciting set of free resources is available to help students review material
and become even more familiar with vital concepts. Students can access all
these resources at http://thePoint.lww.com/Harrington5e using the codes
printed in the front of their textbooks.

NCLEX-Style Review Questions for each chapter help students review

important concepts and practice for the NCLEX.
Plus Learning Objectives and the Carrington Professional Guide.
 Acknowledgments

I would like to thank the many individuals who supported me in the writing
of this book. To the many LVN-to-RN students in the past with whom I
shared learning experiences in the classroom as their teacher, I thank you for
your inspiration, which continues with me today. It was the memory of your
struggles that kept me focused on your needs throughout my writing. To my
coauthor, Cynthia Lee Terry, thank you for your hard work, patience,
perseverance, and continuing contributions to the profession of nursing.
Thanks also to the editorial staff at Wolters Kluwer for their technical support
through the project. To my family, thank you for allowing me the time to
complete this text when I wanted instead to be with you those many long
days of research, writing, and editing. Thank you for your ongoing support.
—NICKI HARRINGTON

I would like to continue to thank my students, both LPN and RN. Many
minds paint perspectives on ideas and concepts that one individual could
never consider alone. I would like to thank Aurora Weaver, MEd, MSN, RN.
Your counsel and encouragement have meant a lot to me over these past
years. I would like to thank the faculty of the Adult Education Program at
Harrisburg’s Pennsylvania State University. Thanks also to the editorial staff
at Wolters Kluwer for their guidance and support.
—CYNTHIA LEE TERRY
 Contents

Reviewers
Preface
Acknowledgments

UNIT I THE TRANSITION PROCESS

1 Lifelong Learning: Returning to School

Lifelong Learning in Nursing
The Reentry Process: Overcoming Barriers and Fears
Returning to the Student Role: “Returning to School Syndrome”
Diverse Learning Styles
Student Role: Strategies for Success
Conclusion

2 Role Development and Transition

Definitions
Types of Roles
Role Development
Personal and Adult Development
Professional Role Development
Role Transition
Conclusion

3 Adapting to Change
Change Defined
 Process of Change
Individual and Organizational Change
Factors That Motivate Change
Types of Change
Stages of Planned Change
Effects of Change
Adjusting to Change
Positive Outcomes of Change
Conclusion

4 Transitions Throughout Nursing’s History

Development of Nursing
Professional Nursing Organizations
Evolution of Nursing as a Profession
The Discipline of Nursing
NANDA International
Evolution of Nursing Science
Transitions in Nursing Education
Factors That Have Influenced Trends and Transitions in Nursing
Nursing Informatics and HIPAA
Experiential Wisdom and Evidence-Based Practice
Holistic and Spiritual Care
Nursing Entrepreneurism
Service Learning, Advocacy, and Policy Making
Collaborative Practice and Nursing’s Future
Conclusion

5 Learning at the ADN Level

Adult Learning Theory
Practical/Vocational and Associate Degree Nursing Education: A
Comparison
Learning Strategies for Success
Transition Needs Unique to the LPN/LVN-to-ADN Student
Differentiating ADN Student and LPN/LVN Practice Roles
Conclusion
6 Individualizing a Plan for Role Transition
Assessing Preparedness for the Student Role
Assessing Learning Style
The Reflective Process: Assessing Adult Learner Uniqueness
Assessing Prior Learning: Standardized and Nonstandardized Tests
Instructor–Student Partnership
Initiating Your Student Portfolio
Conclusion

7 Test Success for the LPN: Challenge of NCLEX-RN

Questions
Development of the NCLEX-RN
Main Categories of the NCLEX-RN Blueprint
Test Language: Key Components to a Test
Bloom’s Taxonomy and Level of Difficulty
How the NCLEX-RN Differs From the NCLEX-PN
Alternate Item Formats
Preparation for an NCLEX-RN Style Exam
Immediately Before the Exam
After the Exam
Conclusion

UNIT II CORE COMPETENCIES FOR

PROFESSIONAL NURSING PRACTICE

8 Practicing Within Regulatory Frameworks

Regulations, Policies, and Standards
Nurse Practice Acts
Directed, Autonomous, and Collaborative Nursing Practice
Collaboration in Nursing Practice
Mechanisms for Identifying Differences in Knowledge and Roles
National Council Licensure Examinations
Practical/Vocational Nursing Roles and Competencies
 Associate Degree Nursing Roles and Competencies
Licensed Practical/Vocational Versus Registered Nurse Knowledge,
Skills, and Abilities
Conclusion

9 Critical Thinking, Clinical Reasoning, and Clinical Judgment

in Nursing
The Need for Critical Thinking
Critical Thinking Defined
Critical Thinking Versus Feeling
Critical Thinking and Creative Thinking
Metacognition, Reflective Thinking, and Self-Regulation
Critical Thinking in Nursing
Critical Thinking, Problem-Solving, and the Nursing Process
Clinical Reasoning, Intuition, and Clinical Judgment
Critical Thinking and Accountability
Critical Thinking and Nursing Education
Conclusion

UNIT III ROLE CONCEPTS ESSENTIAL FOR

RN PRACTICE

PART A PROVIDER OF CARE

10 The Nursing Process: Assessment and Caring Interventions

From Licensed Practical Nurse to Professional Nursing Practice
An Historical Overview of the Nursing Process
The Nursing Process: Overview and Steps
Conclusion

11 The Nurse as Communicator

Effective Communication
Basic Communication Revisited
Another random document with
no related content on Scribd:
“She is from Havana,” said a Frenchman, who was at hand, working.
“The Raven, Captain Sudlip.”
“Captain Sudlip!” came from several of the boys.
“Was his full name Jason Sudlip?” questioned Professor Strong, with
equal interest.
“Yes. Then you knew him?”
“We did. But we didn’t know he was captain of a schooner like this.”
“It was a new command for him. At the last moment the regular
captain of the Raven was taken sick and Captain Sudlip took his
place. Poor fellow, it was a fatal trip for him.”
“Is Captain Sudlip dead?” questioned Darry.
“Not dead, but horribly burnt. They have taken him to the hospital at
Roseau, on the island of Dominica, but the doctors say he cannot
live.”
The Frenchman resumed his work, and the craft containing our
friends moved off down the coast. For some minutes nobody spoke.
Then Darry heaved a long sigh.
“It’s horrible!” he murmured. “Horrible! Captain Sudlip wasn’t our
friend, but I pity him.”
“And so do I pity him,” put in Sam. “I trust his case isn’t as bad as
reported.”
This was all that was said, but nobody forgot the matter until a long
time after. It may be as well to state here that the captain was in a
very bad way and that he died inside of the week.
It was utterly impossible to think of going ashore at St. Pierre, and
fearful of another eruption which might cost them their lives,
Professor Strong procured passage on a little ferry steamer which
had formerly run regularly between the fallen city and Fort de
France.
Turning southward again made the hearts of Mark and Frank sink
like lead within their bosoms. Their thoughts were constantly on their
parents.
“I can’t give my father up—I simply can’t!” said Frank to his chum, in
a choking voice. “It’s too awful to think of!”
“I feel exactly the same, Frank,” answered the older youth. “But what
more can we do?”
“I am going to make more inquiries when we reach Fort de France.”
“Oh, I shall do that, too.”
On the way down the coast they fell in with many vessels, all going
to St. Pierre to give aid to those who, alas, were beyond human
needs. These craft moved along silently, nobody feeling in the humor
to even discuss the situation.
As soon as they landed at the capital city they started for the post-
office, to learn if anything in the shape of a letter had been left for
one or another of the party. They found the streets crowded with
people of all nationalities and for the first time learned how Fort de
France had received a shower of dust and stones, and how
everybody had been terrorized and business brought to a standstill.
“It’s a fearful state of affairs,” said Sam. “They won’t recover from this
for years.”
“St. Pierre will never recover, Samuel,” returned the professor. “The
eruption has——”
Professor Strong stopped short, for a cry from Mark had interrupted
him. The youth was pointing up a street to their left.
“See! see! There is a crowd of negroes and they are beating a white
man! If somebody don’t help the white fellow they will kill him!”
They started forward, and were soon on the edge of the crowd which
numbered fully a dozen colored men. In the very midst was the white
man Mark had mentioned. His hat was off, his collar and tie loose,
his shirt torn, and he was fighting desperately. One cheek was
bleeding from a long cut and his left arm hung limply at his side.
“It is Dan Markel!” ejaculated Darry. “Dan Markel, the fellow who
once swindled Hockley!”
The crowd around the man was yelling fiercely and striking at every
available opportunity. Dan Markel was yelling in return, but nobody
appeared to listen to him.
“We must do something, or he’ll surely be killed,” said Frank.
By this time Professor Strong was close to the crowd. “Stop!” he
called out, in French. “Stop! What does this mean?”
“He is a rascal!” said one native, wrathfully. “He is not fit to live!”
“He robbed the dead,” said another. “We saw him doing it—up at the
Ladarosa plantation.”
“Let me go!” screamed Markel, in English. “It’s all a mistake.”
By this time the crowd was growing larger, and the shouting
continued, until to make out what one individual was saying was
impossible. Those nearest to Markel continued to strike at the man
from Baltimore, until he went down from a blow on the head, and
several in the crowd fell on top of him.
It was at this critical moment that several gens-d’armes appeared.
They were doing police duty in that neighborhood, and at once set to
work to restore peace. But it was not without great difficulty that they
succeeded in quieting the negroes, who insisted upon it that Dan
Markel be arrested.
“He is a looter—a robber of the dead,” said one of the natives. And
then he explained that he was an assistant foreman on the Ladarosa
plantation not far from St. Pierre. The master of the plantation had
been killed, along with several others of the household, while the
negroes had fled to a rocky cave for safety. On returning to the
house two days after the first eruption they had found Dan Markel
there and in the act of stealing the silverware and jewelry. Markel
had escaped them but they remembered his face well.
The man from Baltimore tried to deny this story, saying he had
reached Fort de France from La Guayra that morning, but on being
searched some jewelry which the negroes identified was found in his
pockets. He was at once marched off to the local jail, there to await
trial, the natives following the gens-d’armes to see that the prisoner
did not get away.
“It will go hard with Markel,” said Darry. “Robbery under such
circumstances becomes a double crime.”
“In some countries such looters would be hung,” answered Professor
Strong. “You may depend upon it that Markel will get the full penalty
of the law.”
“This will please Hockley,” came from Sam. “He was always sorry
the rascal got away. I wonder if Hockley is still up at the hotel?” he
continued.
“I shouldn’t be surprised if he got out of Fort de France when that
shower of dust and stones came,” returned Mark. “He was scared to
death as it was.”
A short while later found them at the post-office asking for letters.
Owing to the general disorder it was half an hour before any mail
was handed out.
The first communication proved to be from Hockley, and was
addressed to Professor Strong. It was short, and had evidently been
written while the youth was in an excited frame of mind. It ran as
follows:
“Dear Professor: It looks now as if this island was
doomed and I don’t propose to be burnt up or be drowned.
There is a steamer sailing from here to Port-of-Spain,
Trinidad, and other ports in South America, and I have
secured passage. If I stop off at Port-of-Spain you can
look for me at the hotel at which we stopped before, and if
I go further I will leave word in a letter at the post-office.
Have cabled my father to send necessary money.”
“I knew Hockley wouldn’t stay,” said Darry. “I’ll wager he was almost
paralyzed with terror.” And he was right. Hockley had acted so
thoroughly scared that he had made himself the laughing stock of all,
both at the hotel and on board the steamer on which he had secured
passage. It was to be some time before they would see their tall
traveling companion again.
 CHAPTER XXXIII
A HAPPY MEETING—CONCLUSION

The letter from Hockley read, they waited patiently until some mail
matter which had just come in should be sorted out. This took the
best part of an hour—a wait which to Mark and Frank seemed an
age.
But at last the little window was opened once more and the crowd
surged forward. Professor Strong was well to the front and presently
they saw him turn from the window with half a dozen
communications held aloft.
“Letters!” cried Frank. “Oh, if only they bring good news!”
The professor was soon beside them. There were letters for all, but
just then the interest was concentrated on a communication
addressed to Mark and another addressed to Frank. Both bore the
postmark of Kingstown, St. Vincent.
“My father’s handwriting!” cried Mark, in a trembling voice.
“And this is in my father’s hand!” came from Frank, falteringly. His
hand shook so he could not open the envelope. “Yo—you read it,
professor.”
Professor Strong did so. The communication had been written the
day before and ran in this wise:
“My dear son Frank:
“I am writing this in the hope that you are safe despite the
fearful volcano eruptions which have taken place in this
quarter of the globe. I know you were bound for St. Pierre,
but I have learned that by the goodness of an all-wise
Providence the Vendee escaped the eruption that
destroyed St. Pierre and all the shipping in that harbor.
 “Mr. Robertson and myself have had a narrow escape
from death, and we do not yet know if we are entirely safe,
for the volcano on this island is now as active as that on
Martinique. We were within four miles of Mont Pelee when
the eruption of May 8th occurred. We escaped by what
was little short of a miracle, and were lucky enough to get
on a trading vessel bound for this port. I had my lower
limbs and feet considerably burnt, and Mr. Robertson
suffered from burns on his feet and on his left arm. But
none of the burns are serious, and we are resting here
quite comfortably. If we were well enough we would set
out in search of you, but as it is neither of us can do any
walking at present.
“I am sending this letter in duplicate to half a dozen ports
in this territory, and Mr. Robertson is sending similar letters
addressed to Mark. As soon as you receive a letter let me
hear from you, as both of us are anxious for news. And
also send word home if you are safe. Address me at the
Windsor Hotel, Kingstown, Island of St. Vincent.”
“Oh, how glad I am that they are safe!” murmured Frank, and then
he looked at Mark, who had been reading his own letter. There were
tears in the eyes of both and that look meant more than any words of
mine can tell.
“I must go to Kingstown at once,” said Mark. “I can’t be satisfied until
I see for myself just how they are faring.”
“And I will go with you,” answered Frank. “Perhaps the burns are
worse than we imagine. I know father. He wouldn’t want to worry
me.”
The matter was talked over by all, and in the end Professor Strong
agreed to see about passage to St. Vincent. Darry and Sam wanted
to keep with Frank and Mark, and the whole party sailed southward
the next morning at sunrise.
The run to St. Vincent, past the Island of St. Lucia, which, strange to
say, had entirely escaped the eruptions on both sides of it, was
made without anything unusual occurring. While still some miles
north of the island for which they were bound they could see the
smoke of La Soufriere and through the marine glasses took note of
some of the terrible damage done.
“It is very fortunate that no large city was located near this volcano,”
said Professor Strong. “No living thing could have escaped such an
outburst as has taken place here.”
When the vessel reached Kingstown harbor the boys could scarcely
wait to get ashore. They learned that the Windsor Hotel was in a
suburb, and hired a carriage to take them to the hostelry.
“There is father now!” cried Frank, as they entered the beautiful
grounds, and he pointed to a figure reclining in an invalid chair on
the veranda.
“And my father is there, too!” exclaimed Mark.
In another moment they were out of the carriage and rushing up the
veranda steps. As they came closer both Mr. Newton and Mr.
Robertson sat up to greet them.
“My boy!” cried Mr. Newton, and flung his arms around Frank. “My
own boy!”
“Mark!” came from Mr. Robertson, and his face broke out into a
warm smile of welcome. “We were just talking about you and
wondering if we would get a letter.”
“You don’t know how glad I am to see you, even like this, father,”
answered Mark. “We were afraid you had been burnt up.”
“Yes, and we went on a regular search for both of you,” broke in
Frank.
“And they came pretty close to losing their own lives in that search,”
came from the professor, as he shook hands.
“Then you went ashore—” began Mr. Newton, in wonder.
“Yes, we went volcano exploring,” said Darry.
“And we climbed Mont Pelee,” finished Sam. “I don’t believe we’ll
ever want to do it again.”
“No,” finished Mark. “Once was enough. Now we are all safe away
from it, I never want to see the island of Martinique again.”
And the others agreed with him.
Let me add a few words more, and then we will bring to a close this
tale of sight-seeing and adventures in the West Indies.
What Mr. Newton and Mr. Robertson had written in their letters
concerning their injuries was true. Although painful, none of the
burns were serious, and they were both doing as well as could be
expected. In a few days each was able to walk a little, and inside of a
month both were practically as well as ever.
For the time being all business in Martinique, and a good part of that
in St. Vincent, came to a standstill, and this being so nothing could
be done regarding the dyewood scheme the two gentlemen had had
in mind. Consequently the pair returned to the United States at the
first available opportunity.
“Take good care of yourselves in the future, boys,” said Mr.
Robertson, on leaving.
“And let the active volcanoes alone,” added Mr. Newton.
And all of the party agreed to heed the advice.
During the time spent in St. Vincent the boys made one trip
northward toward La Soufriere. But though they inspected the great
volcano from a distance they took good care to keep out of the zone
of fire.
“It’s a fearful spot,” said Mark. “Worse even than around Mont Pelee.
It’s a regular Inferno on earth,” and the others said the same.
At last came the day for the young explorers to leave St. Vincent.
Anxious to learn what had become of Hockley, who had not
answered a letter sent to Trinidad by him, Professor Strong engaged
passage on a vessel bound for Port-of-Spain.
“Hurrah, we are off at last!” cried Darry, as they set sail. “Good-bye to
the West Indies.”
“After all, the trip through the islands wasn’t so bad,” said Sam. “We
saw lots of interesting things.”
“I guess we shall see even more interesting things in the future,”
came from Mark.
“Of course, our sight-seeing isn’t half over yet,” added Frank. He was
right, and what the immediate future held in store for our young
friends will be told in the next volume of this “Pan-American Series.”
In that book we shall meet all our boys and the professor once more,
and learn of many things as interesting, curious, or exciting as those
related in these pages.
But for the present we will leave them, and also these ill-fated
islands of the Lesser Antilles, the fate of which even to-day seems
uncertain. Our friends made a happy group as they steamed rapidly
southward, and here let us say good-bye.
THE END
 TRANSCRIBER’S NOTES:
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Inconsistencies in hyphenation have been
standardized.
Archaic or variant spelling has been retained.
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*** END OF THE PROJECT GUTENBERG EBOOK THE YOUNG
VOLCANO EXPLORERS ***

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