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4th Edition
Teaching in Today’s
Inclusive Classrooms
A Universal Design for Learning Approach
Richard M. Gargiulo
Professor Emeritus
University of Alabama at Birmingham
Debbie Metcalf
East Carolina University
Australia ● Brazil ● Canada ● Mexico ● Singapore ● United Kingdom ● United States
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A Universal Design for Learning Approach, Copyright © 2023 Cengage Learning, Inc. ALL RIGHTS RESERVED.
Fourth Edition WCN: 02-300
Richard M. Gargiulo and Debbie Metcalf No part of this work covered by the copyright herein may be reproduced
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Printed in the United States of America
Print Number: 01 Print Year: 2021
This book is dedicated with respect
and admiration to all of the
teachers who strive daily to
make a difference in the lives of
their students.
RMG
DJM
October 2021
About the Authors
Richard M. Gargiulo is professor emeritus of special education in the Depart-

ment of Curriculum and Instruction at the University of Alabama at Birmingham
(UAB). Prior to receiving his Ph.D. in educational psychology from the University of
Wisconsin, Richard taught fourth graders as well as young children with intellectual
disability in the Milwaukee Public Schools. Upon receiving his doctorate he joined the
faculty of Bowling Green State University, Bowling Green, Ohio, where he taught for
over eight years. He was a teacher educator at UAB for over three decades.
A frequent contributor to the professional literature, Richard has authored
or coauthored over 100 publications, including twenty textbooks. His previous
professional contributions include serving as the first Fulbright Scholar in special
education assigned to the former Czechoslovakia; twice elected as president of the
Alabama Federation, Council for Exceptional Children; former president of the Division
of International Special Education and Services (DISES), Council for Exceptional
Children; and former president of the Division on Autism and Developmental
Disabilities (DADD), Council for Exceptional Children.
Teaching, however, has always been Richard’s passion. In 1999 he received
UAB’s President’s Award for Excellence in Teaching. In 2007 he was honored by the
Alabama Federation, Council for Exceptional Children, with the Jasper Harvey Award
in recognition of being named the outstanding special education teacher educator in
the state.
Debbie Metcalf has worked in partnership with Pitt County Schools and East
Carolina University in Greenville, North Carolina, as a special educator and interven-
tion specialist for Pitt County Schools. Debbie has served as a teacher-in-residence in
the Department of Curriculum and Instruction at East Carolina University for over
20 years. She currently teaches methods courses and works in the classroom with
undergraduate preservice teachers and graduate students seeking alternative teacher
certification.
Debbie holds a Master of Arts in Education from San Diego State University
and is certified in both general and special education, including assistive technology.
She became a National Board Certified Teacher in 1997. In 2004, she was awarded
the Clarissa Hug Teacher of the Year Award from the International Council for
Exceptional Children (CEC). She has served on the board of directors for the Council
for Exceptional Children and is active in the Division of International Special
Education and Services (DISES).
Debbie has taught students of all ages for over 30 years in California, New Mexico,
Hawaii, Michigan, and North Carolina. She continues to mentor new teachers and has
frequently led staff development sessions. Her primary research areas include access
to the general curriculum for students with exceptionalities, service learning, and
international partnerships.
iv
Brief Contents
Preface xviii
Part 1 Foundations for Educating All Learners

Chapter 1 Teaching in Today’s Inclusive Classrooms: Your Journey Begins 1
Chapter 2 Introducing Universal Design for Learning 31
Chapter 3 Policies, Practices, and Processes for Special Education

and Inclusive Education 57
Chapter 4 Diversity in the Classroom: Learners with High Incidence Disabilities 79
Chapter 5 Diversity in the Classroom: Students with Low Incidence Disabilities 117
Chapter 6 Learners with Gifts and Talents, Learners Who Are Culturally and Linguistically
Diverse, and Other Learners at Risk 146
Part 2 Planning Instruction for All Learners

Chapter 7 Collaboration and Cooperative Teaching: Tools for Teaching All Learners 166
Chapter 8 Designing Learning That Works for All Students 190
Chapter 9 Assessing and Evaluating Learner Progress 226
Chapter 10 Selecting Instructional Strategies for Teaching All Learners 252
Chapter 11 Selecting Behavioral Supports for All Learners 287
Part 3 Implementing Effective Instructional Practices

for All Learners
Chapter 12 Assistive Technologies and Innovative Learning Tools 319
Chapter 13 Creating Literacy-Rich Environments for All Learners 344
Chapter 14 Developing an Understanding of Mathematics in All Learners 382
Chapter 15 Teaching Critical Content in Science and Social Studies to All Learners 422
Appendix A InTASC Model Core Teaching Standards 459
Appendix B C
ouncil for Exceptional Children: Initial Level Special Education
Preparation Standards 460
Glossary 462
References 472
Index 491
Contents
Preface xviii
Part 1 Foundations for Educating All Learners

Chapter 1 The Seven Principles of Universal Design 34
Universal Design Applications in Society 34
Teaching in Today’s Inclusive Implications for Today’s Classrooms 35
Classrooms: Your Journey Begins 1 Teaching All Learners UDL Strategies for all
Teaching All Learners Communicating About Classrooms 35
Individuals with Disabilities 3 The Development of Universal Design
Learners in Today’s Classrooms 3 for Learning 36
Learners in Need of Special Services 4 Brain-Based Research: Recognition, Strategic, and
Affective Systems 36
By the Numbers: A Quick Look 6
Cognitive-Social Learning Theories 38
Placement Options for Educating
Students with Special Needs 7 Multiple Intelligences and Learning Preferences 42
Educational Placements 7 Implications for Teaching and Learning 42
A Cascade of Service Delivery Options 8 Three Essential Qualities of UDL: Representation,
Inclusionary Practices and Thinking 9 Action and Expression, and Engagement 45
Teacher Voices The Importance of Inclusionary Multiple Means of Representation 45
Classroom Practices 10 Multiple Means of Action and Expression 47
Introducing Universal Design for Learning 10 Multiple Means of Engagement 48
The Role of the Courts in Special Education 11 Teacher Voices Teachers Talk About UDL 50
Key Judicial Decisions 12 UDL and Differentiated Instruction 51
Key Special Education Legislation 12 The Benefits of Flexible Options 52
Educational Reform for Students and UDL in the Classroom Feedback from the
Teachers 19 Field 54
No Child Left Behind Act of 2001 19 Thematic Summary 55
Common Core State Standards 20 Making Connections for Inclusive Teaching 55
Individuals with Disabilities Education Improvement Learning Activities 55
Act of 2004 21
Looking at the Standards 56
Every Student Succeeds Act 24
Key Concepts and Terms 56
Teaching All Learners IDEA Highlights: 1975–2004 25
Civil Rights Legislation 26
Thematic Summary 28
Chapter 3
Making Connections for Inclusive Teaching 29 Policies, Practices, and Processes
Learning Activities 29 for Special Education and Inclusive
Looking at the Standards 29 Education 57
Identification and Assessment of Individual
Chapter 2 Differences 58
Introducing Universal Design Referral and Assessment for a Special
Education 60
for Learning 31 Prereferral 60
The Concept of Universal Design 33 Referral 64
Background in Architecture 33 Assessment 65
vii
viii Contents
Teaching All Learners Assessment Etiology of Speech and Language Impairments 94

Accommodations 66 Selected Characteristics of Learners with Speech
Instructional Programming and Appropriate and Language Impairments 94
Placement 67 UDL and Common Core Standards Incorporating UDL
The Individualized Education Program 68 Essential Qualities and Common Core Standards: Speech
Teaching All Learners Elements of a Meaningful and Language Impairments 95
IEP 70 Learners with Emotional or Behavioral
Teaching All Learners Suggested Individualized Disorders 96
Education Program Meeting Agenda 71 Defining Emotional or Behavioral Disorders 96
Related Services 71 Classifying Learners with Emotional
Section 504 Accommodation Plan 72 or Behavioral Disorders 98
Who Is Protected by Section 504? 73 How Many Learners Exhibit Emotional or Behavioral
Disorders? 98
Providing a Free Appropriate Public Education 73
Etiology of Emotional or Behavioral Disorders 99
Section 504 Eligibility Determination 73
Selected Learning and Behavioral Characteristics
Accommodation Plans 74 of Learners with Emotional or Behavioral
Thematic Summary 77 Disorders 101
Making Connections for Inclusive Teaching 77 UDL and Common Core Standards Incorporating
Learning Activities 77 UDL Essential Qualities and Common Core Standards:
Emotional or Behavioral Disorders 101
Key Concepts and Terms 78 Learners with Autism Spectrum Disorders 102
Defining Autism Spectrum Disorders 102
How Many Learners Exhibit Autism Spectrum
Chapter 4 Disorders? 105
Etiology of Autism Spectrum Disorders 105
Diversity in the Classroom:
Selected Learning and Behavioral Characteristics of
Learners with High Incidence Learners with Autism Spectrum Disorders 106
Disabilities 79 Learners with Attention Deficit Hyperactivity
Disorder 106
Learners with Intellectual Disability 82
UDL and Common Core Standards Incorporating UDL
Defining Intellectual Disability 82
Essential Qualities and Common Core Standards: Autism
Classification of Learners with Intellectual Spectrum Disorders 107
Disability 84
Defining Attention Deficit Hyperactivity
How Many Learners Exhibit Intellectual Disorder 108
Disability? 85
How Many Learners Exhibit Attention Deficit
Etiology of Intellectual Disability 86 Hyperactivity Disorder? 108
Selected Learning and Behavioral Characteristics of Etiology of Attention Deficit Hyperactivity
Learners with Intellectual Disability 86 Disorder 109
Learners with Learning Disabilities 86 Selected Learning and Behavioral Characteristics
Defining Learning Disabilities 87 of Learners with Attention Deficit Hyperactivity
Disorder 110
How Many Learners Exhibit Learning
Disabilities? 90 UDL and Common Core Standards Incorporating UDL
Essential Qualities and Common Core Standards: Attention
Etiology of Learning Disabilities 90
Deficit Hyperactivity Disorder 111
Learners with Learning Disabilities 91 Summary of Selected Learning and Behavioral
Characteristics 112
Learners with Speech and Language
Today’s Students Michael 113
Impairments 91
Today’s Students Sam 114
Defining Speech and Language 92
Thematic Summary 115
Classifying Learners with Speech and Language
Impairments: Speech Disorders 92 Making Connections for Inclusive Teaching 115
Language Disorders 93 Learning Activities 115
How Many Learners Exhibit Speech Looking at the Standards 116
and Language Impairments? 93 Key Concepts and Terms 116
Contents ix
Chapter 5 Disabilities, Health Disabilities, or Traumatic

Brain Injury 140
Diversity in the Classroom: Students Students with Traumatic Brain Injury 141
with Low Incidence Disabilities 117 Teaching All Learners Recommended Classroom
Adaptations for Students with Physical or Health
Learners with Hearing Impairments 118 Disabilities 142
Defining Hearing Impairments 119 Teaching All Learners Instructional Recommendations
Classification of Learners with Hearing for Students with Traumatic Brain Injury 143
Impairments 120 UDL and Common Core Standards Incorporating UDL
How Many Learners Exhibit Hearing Impairments? 122 Essential Qualities and Common Core Standards: Physical
Etiology of Hearing Impairments 122 Disabilities 143
Selected Learning and Behavioral Characteristics of Summary of Selected Learning and
Learners with Hearing Impairments 123 Behavioral Characteristics 144
UDL and Common Core Standards Incorporating UDL Thematic Summary 144
Essential Qualities and Common Core Standards: Hearing Making Connections for Inclusive Teaching 144
Impairment 124 Learning Activities 144
Learners with Visual Impairments 125 Looking at the Standards 145
Defining Visual Impairments 125 Key Concepts and Terms 145
Classification of Learners with Visual Impairments 126
How Many Learners Exhibit Visual Impairments? 127 Chapter 6
Etiology of Visual Impairments 127 Learners with Gifts and Talents,
Selected Learning and Behavioral Characteristics of Learners Who Are Culturally and
Learners with Visual Impairments 128
UDL and Common Core Standards Incorporating UDL
Linguistically Diverse, and Other
Essential Qualities and Common Core Standard: Visual Learners at Risk 146
Impairment 129
Learners with Gifts and Talents 147
Learners with Deaf–Blindness 130
Defining Giftedness 148
Defining Deaf–Blindness 130
How Many Learners Exhibit Gifts and Talents? 148
Teaching All Learners Orientation and Mobility Tips for Etiology of Giftedness 149
General Educators 130
How Many Learners Exhibit Deaf–Blindness? 131
Learners with Gifts and Talents 149
Etiology of Deaf–Blindness 131
Learners Who Are Culturally and Linguistically
Diverse 150
Learners with Deaf–Blindness 132
Terminology of Cultural Differences 151
Learners with Physical Disabilities,
Bilingual Education: Concepts and
Health Disabilities, or Traumatic Brain Injury 133 Characteristics 152
Defining Physical Disabilities, Health Disabilities, and
Cultural and Linguistic Diversity and Special
Traumatic Brain Injury 134
Education 153
Conditions Associated with Physical and Health
Teaching All Learners Instructional Options for Students
Disabilities 135
Who Are Bilingual: Approach and Strategies 154
Physical Disabilities 135
Learners at Risk for Success in School 155
Multiple Disabilities 137
Defining at Risk 155
Traumatic Brain Injury 137
Family Poverty 156
Orthopedic Impairments 135
Homelessness 157
Health Disabilities 138 Child Abuse and Neglect 159
Other Health Impairments 138
Summary of Selected Learning and Behavioral
Teaching All Learners Steps for Teachers to Take When Characteristics 162
a Tonic-Clonic Seizure Occurs 139
Today’s Students Maria 163
How Many Learners Exhibit Physical Disabilities,
Health Disabilities, or Traumatic Brain Injury? 140 Thematic Summary 163
Etiology of Physical Disabilities, Health Making Connections for Inclusive Teaching 164
Disabilities, and Traumatic Brain Injury 140 Learning Activities 164
Selected Learning and Behavioral Looking at the Standards 164
Characteristics of Learners with Physical Key Concepts and Terms 165
x Contents
Part 2 Planning Instruction for All learners
Chapter 7 Teacher Voices Creating the Right Learning

Environment 209
Collaboration and Cooperative Designing Social Learning Environments 212
Teaching: Tools for Teaching All ACCESS to the Social Environment 212
Learners 166 Teaching All Learners Creating Caring School
Communities Using Social Skills Instruction 217
Collaboration 167
Positive Behavioral Interventions and Supports and
Collaboration Between General and Special UDL 219
Educators 168
Using Adaptations to Support Universally
Collaborating with Paraprofessionals 169 Designed Learning Environments 219
Collaborating with Parents/Families 171 Accommodations 220
Teaching All Learners It Takes a Village 173 Modifications 220
Teaching All Learners Recommendations
Collaboration in Planning Universally Designed
for Building Culturally Competent Relationships 176
Learning Environments 221
Collaborative Consultation 176 Collaborative Planning and Teaching 222
Teaming Models 179 Collaborative Problem-Solving 223
Multidisciplinary Teams 179 Thematic Summary 224
Interdisciplinary Teams 179 Making Connections for Inclusive Teaching 224
Transdisciplinary Teams 180 Learning Activities 224
Cooperative Teaching 180 Looking at the Standards 225
Cooperative Teaching Options 182 Key Concepts and Terms 225
Research Support 183
Suggestions for Building Successful
Cooperative Teaching
Arrangements 184 Chapter 9
Teacher Voices One Teacher’s View of Collaboration Assessing and Evaluating Learner
and Inclusion 186
Progress 226
Making Connections for Inclusive Teaching 188 Types and Purposes of Classroom
Learning Activities 188 Assessment 227
Looking at the Standards 188 Large-Scale Assessments 228
Key Concepts and Terms 189 Alternate Assessments 228

Ongoing Assessment 230
UDL in the Classroom Alternative Assessments 230
Chapter 8
Effective Classroom Assessment
Designing Learning That Works Approaches 231
for All Students 190 Approaches to Initial Assessment
That Increase Learner Engagement 231
Four Components of Universally Designed Review of School Records 231
Curriculum 192 Formal and Informal Assessments 231
Goals 192 Inventories 232
Materials and Resources 199 Working Collaboratively 236
Methods 201 Interpreting Standardized Tests 237
Assessment 203 Interpreting Behavior Rating Scales 237
The UDL Lesson Plan 204 Positive Behavior Interventions and Supports 238
Designing Physical Learning Environments 206 Planning and Organizing Assessments 238
Physical Environment Considerations 207 Planning for Ongoing Assessment 238
ACCESS to the Physical Learning Environment 207 Formative Assessments 238
Contents xi
Summative Assessments 239 Considering Specific Learning Domains in

Informative Assessments 239 General Strategy Selection 275
Organizational Systems for Assessments 240 Cognitive/Generalization 275
Recording Assessments 240 Giftedness 276
Curriculum-Based Measurement 240 Language/Speech 276
Data-Based Individualization 240 Memory 277
Rubrics 242 Study Skills, Organization, and Test-Taking 277
Applying Universal Design for Learning Attention Disorders/Hyperactivity/lmpulsivity 278
Principles 242 Social/Emotional/Motivational Challenges 278
High-Tech and Low-Tech Materials 243 Physical/Motor/Sensory Challenges 281
Computerized Assessments and Electronic Using Classroom Web Sites and Other Web
Device Applications 243 Tools 283
Multiple Means of Representation in Thematic Summary 284
Assessment 243 Making Connections for Inclusive Teaching 284
Teacher Voices Multiple Means of Assessment 244 Learning Activities 285
Multiple Means of Engagement in Assessment 248 Looking at the Standards 285
Thematic Summary 250 Key Concepts and Terms 286
Making Connections for Inclusive Teaching 250
Learning Activities 250 Chapter 11
Selecting Behavioral Supports
for All Learners 287
Establish Learning Goals: Big Ideas
Chapter 10 for Behavioral Support 288
Selecting Instructional Strategies Teacher Expectations and Challenging
Behaviors 289
for Teaching All Learners 252 Students with Exceptionalities and Other
Considering Stages of Learning in Strategy Diverse Learners 289
Selection 254 Multiple Meanings of Challenging Behavior 291
Entry Level/Acquisition Stages 255 Using Positive Behavior Interventions and
Proficiency 255 Support 292
Maintenance 255 Assessment of Behavior 293

Generalization 256 Teacher Voices Positive Behavior Intervention and
Application 256 Support 294
Targeting the Behavior 294
Using Curricular Design Principles
in Strategy Selection 257 Tracking the Behavior 295
Begin with Big Ideas 257 Recording Behavior 295
Activate Prior Knowledge 258 Analyzing Behavior 299
Integrate Learning Goals 259 Methods, Materials, and Resources that Promote
UDL and Common Core Standards Authentic, Project- Positive Behavior for All Learners 300
Based Learning 261 Understanding Terminology 300
Use Conspicuous Strategies 262 Increasing Appropriate Behavior 301
Teacher Voices UDL Inspired Instructional Decreasing Inappropriate Behavior 303
Approaches 263 Teaching New Behavior 305
Apply Mediated Scaffolding 266 Maintenance and Generalization 309
Teaching All Learners Using Task Analysis in Your Peers and School Personnel 309
Classroom 268 UDL in the Classroom The MotivAider® 310
Provide Purposeful and Cumulative Review 271 Teaching All Learners Collaborating with Special
Tier Talk Multi-Tiered Systems of Support at a Glance— Educators to Support Students with Challenging Behavior
Differentiation of General Strategy Selection 274 in Inclusive Classrooms 311
xii Contents
Collaborating with Parents 311 Thematic Summary 316

Culturally Diverse Families 313 Making Connections for Inclusive Teaching 316
Summary—Putting It All Together 314 Learning Activities 317
Tier Talk Multi-Tiered Systems of Support at a Glance— Looking at the Standards 317
Strategies and Interventions 315 Key Concepts and Terms 318
Part 3 Implementing Effective Instructional Practices

for All Learners
Chapter 12
Assistive Technologies and Innovative Learning Activities 342
Learning Tools 319 Looking at the Standards 343
Technology in the 21st Century Classroom 320
History of Technology for People with
Disabilities 322
Chapter 13
Definition of Assistive Technology 322
Examples of Assistive Technology 323 Creating Literacy-Rich Environments
UDL in the Classroom Augmentative and Alternative for All Learners 344
Communication (AAC) Tools 326
Assistive Technology: Key to Goals: Literacy Instruction Big
Accessing the General Education Ideas 347
Curriculum 329 Phonemic Awareness, Phonics, and Word
Recognition 348
Accessible Educational Materials 330
Fluency with Text 349
Learner Needs and Preferences 330
Vocabulary 349
Differentiated Instruction, Learning Menus,
and Assistive Technology 331 Teaching All Learners UDL and Differentiated
Instruction 350
Teacher Voices One Classroom Teacher’s Thoughts on
Assistive Technology 332 Teacher Voices UDL Inspired Strategies for Literacy
Instruction 351
Function over Disability 332
Comprehension 351
Obtaining Assistive Technology for the
Writing/Spelling/Handwriting 352
Classroom 332
Whose Responsibility Is It? 333 Literacy Assessment 352
The AT Evaluation 333 Formal Assessments 352
Selecting Assistive Technology: Reading and Writing Questionnaires 353
The SETT Framework 333 Informal Assessments 354
Student 333 Ongoing Assessments 356
Environment 333 Methods, Materials, and Resources That Promote
Task 334 Literacy for All Learners 356
Tools 334 Fostering Phonemic Awareness, Phonics, and Word
Other Assistive Technology Planning Tools 335 Recognition 356
Active Learning Through Innovative Increasing Fluency with Text 357
Technology 336 Developing Vocabulary 359
Social Software Tools 336 Building Comprehension 362
Visual and Media Literacy Tools 337 Assisting with Writing/Spelling
Teaching All Learners Interactive Whiteboard Tips 338 /Handwriting 364
Opportunities Through UDL in the Classroom Connecting with Tablet
Technology 341 Computers and Smartpens 367
Contents xiii
UDL Applications for Reading UDL in the Classroom Graphic Organizers for
in the Content Areas 368 Mathematics 408
Modify the Reading Requirement 368 Geometry and Spatial Sense 409
Modify the Reading Level of the Text 369 Measurement 410
Adapt the Format of the Text/Print Material 371 Data Analysis and Probability 412
Adapt the Presentation of the Text 371 Universal Design for Learning Lesson
Possible Barriers and Solutions Planning with Differentiated Instruction for
to Literacy Achievement 372 Mathematics 414
Vision 372 Tier Talk Multi-Tiered Systems of Support at a Glance—
Mathematics Strategies and Intervention 417
Hearing 372
Fostering Collaboration in Mathematics
Social/Emotional 373
Instruction 418
Attention Deficit Hyperactivity Disorder 373
Motivation 373
UDL Lesson Planning with Differentiated
Learning Activities 420
Instruction for Literacy 374
Tier Talk Multi-Tiered Systems of Support at a Glance—
Literacy Strategies/Interventions 377 Key Concepts and Terms 421
Fostering Literacy Collaboration 379

Thematic Summary 380 Chapter 15
Learning Activities 380
Teaching Critical Content in
Looking at the Standards 381 Science and Social Studies to All
Key Concepts and Terms 381 Learners 422
Challenges for Diverse Learners in Science
Chapter 14 and Social Studies 424
Developing an Understanding of Teacher Voices An Interdisciplinary Unit Planned with
Mathematics in All Learners 382 UDL Principles in Mind 425
Learning Goals 426
Teacher Voices Math in an Inclusive Fourth Grade Big Ideas in Science 426
Classroom 384
Big Ideas in Social Studies 428
Establish Learning Goals: Big Ideas
Interdisciplinary Unit Planning 429
in Mathematics Instruction 385
Differentiating for Complexity 431
Problem-Solving 385
Science and Social Studies Content Area
Mathematic Communication 386
Assessment 431
Numbers and Operations 387
Using Rubrics 432
Algebra 388
Applying UDL to Science and Social Studies
Geometry and Spatial Sense 388 Assessments 433
Measurement 388 Methods, Tools, Materials, and Resources for
Data Analysis and Probability 389 Science and Social Studies Instruction 435
Assessment of Mathematics 389 Multiple Means of Representation 438
Formal Assessment 390 Working with Vocabulary and Readability 439
Informal Assessment 390 Multiple Means of Action and Expression 442
Methods, Materials, and Resources That Promote Multiple Means of Engagement 446
Mathematics for All Learners 393 UDL in the Classroom Using VoiceThread in UDL
Teaching All Learners Concrete-Representational- Classrooms 448
Abstract 394 Academic, Social, and Physical Adaptations 449
Problem-Solving 396 The Academic and Social Environment 449
Communication of Mathematic Ideas 397 The Physical Environment 449
Numbers and Operations 401 Teaching All Learners Teaching in the Science Content
Algebra 405 Area 450
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lines much in advance of the usual education given to young ladies
at that period.
Mr. and Mrs. Nightingale had only two children—Frances
Parthenope, afterwards Lady Verney, and Florence, about a year
younger. Both sisters were named after the Italian towns where they
were born, the elder receiving the name of Parthenope, the classic
form of Naples, and was always known as “Parthe,” while our
heroine was Florence.
CHAPTER II
EARLIEST ASSOCIATIONS
Lea Hall first English Home—Neighbourhood of Babington Plot—

Dethick Church.
... Those first affections,

Those shadowy recollections,
Which be they what they may,
Are yet the fountain light of all our day,
Are yet a master light of all our seeing.
Wordsworth.
W HEN Mr. and Mrs. Nightingale returned from abroad with their
two little daughters, they lived for a time at the old family
seat of Lea Hall, which therefore has the distinction of being the first
English home of Florence Nightingale, an honour generally attributed
to her parents’ subsequent residence of Lea Hurst.
Lea Hall is beautifully situated high up amongst the hills above
the valley of the Derwent. I visited it in early summer when the
meadows around were golden with buttercups and scented with
clover, and the long grass stood ready for the scythe. Wild roses
decked the hedgerows, and the elder-bushes, which grow to a great
size in this part of Derbyshire, made a fine show with their white
blossoms. Seen then, the old grey Hall seemed a pleasant country
residence; but when the north wind blows and snow covers the
hillsides, it must be a bleak and lonely abode. It is plainly and solidly
built of grey limestone from the Derbyshire quarries, and is of good
proportions. From its elevated position it has an imposing look, and
forms a landmark in the open country. Leading from it, the funny old
village street of Lea, with its low stone houses, some of them very
ancient, curls round the hillside downwards to the valley. The
butcher proudly displays a ledger with entries for the Nightingale
family since 1835.
The Hall stands on the ancient Manor of Lea, which includes the
villages of Lea, Dethick, and Holloway, and which passed through
several families before it became the property of the Nightingales.
The De Alveleys owned the manor in the reign of John and erected a
chapel there. One portion of the manor passed through the families
of Ferrar, Dethwick, and Babington, and another portion through the
families of De la Lea, Frecheville, Rollestone, Pershall, and Spateman
to that of the Nightingales.
The house stands a little back from the Lea road in its own
grounds, and is approached by a gate from the front garden. Stone
steps lead up to the front door, which opens into an old-fashioned
flag-paved hall. Facing the door is an oak staircase of exceptional
beauty. It gives distinction to the house and proclaims its ancient
dignity. The balustrade has finely turned spiral rails, the steps are of
solid oak, and the sides of the staircase panelled in oak. One may
imagine the little Florence making her first efforts at climbing up this
handsome old staircase.
In a room to the left the date 1799 has been scratched upon one
of the window-panes, but the erection of the Hall must have been
long before that time. For the rest, it is a rambling old house with
thick walls and deep window embrasures. The ceilings are
moderately high. There is an old-fashioned garden at the back, with
fruit and shady trees and a particularly handsome copper beech.
The Hall has long been used as a farmhouse, and scarcely one
out of the hundreds of visitors to the Matlock district who go on
pilgrimages to Lea Hurst knows of its interesting association. The old
lady who occupied it at the time of my visit was not a little proud of
the fact that for forty-four years she had lived in the first English
home of Florence Nightingale.
The casual visitor might think the district amid which our
heroine’s early years were spent was a pleasant Derbyshire wild and
nothing more, but it has also much historic interest. Across the
meadows from Lea Hall are the remains of the stately mansion of
Dethick, where dwelt young Anthony Babington when he conspired
to release Mary Queen of Scots from her imprisonment at Wingfield
Manor, a few miles away. Over these same meadows and winding
lanes Queen Elizabeth’s officers searched for the conspirators and
apprehended one at Dethick. The mansion where the plot was
hatched has been largely destroyed, and what remains is used for
farm purposes. Part of the old wall which enclosed the original
handsome building still stands, and beside it is an underground
cellar which according to tradition leads into a secret passage to
Wingfield Manor. The farm bailiff who stores his potatoes in the
cellar has not been able to find the entrance to the secret passage,
though at one side of the wall there is a suspicious hollow sound
when it is hammered.
The original kitchen of the mansion remains intact in the bailiff’s
farmhouse. There is the heavy oak-beamed ceiling, black with age,
the ponderous oak doors, the great open fireplace, desecrated by a
modern cooking range in the centre, but which still retains in the
overhanging beam the ancient roasting jack which possibly cooked
venison for Master Anthony and the other gallant young gentlemen
who had sworn to liberate the captive Queen. In the roof of the
ceiling is an innocent-looking little trap-door which, when opened,
reveals a secret chamber of some size. This delightful old kitchen,
with its mysterious memories, was a place of great fascination to
Florence Nightingale and her sister in their childhood, and many
stories did they weave about the scenes which transpired long ago in
the old mansion, so near their own home. It was a source of peculiar
interest to have the scenes of a real Queen Mary romance close at
hand, and gave zest to the subject when the sisters read about the
Babington plot in their history books.
Dethick Church, where our heroine attended her first public
service, and continued to frequently worship so long as she lived in
Derbyshire, formed a part of the Babingtons’ domain. It was
originally the private chapel of the mansion, but gradually was
converted to the uses of a parish church. Its tall tower forms a
picturesque object from the windows of Lea Hall. The church must
be one of the smallest in the kingdom. Fifty persons would prove an
overflowing congregation even now that modern seating has utilised
space, but in Florence Nightingale’s girlhood, when the quality sat in
their high-backed pews and the rustics on benches at the farther
end of the church, the sitting room was still more limited. The
interior of the church is still plain and rustic, with bare stone walls,
and the bell ropes hanging in view of the congregation. The service
was quaint in Miss Nightingale’s youth, when the old clerk made the
responses to the parson, and the preaching sometimes took an
original turn. The story is still repeated in the district that the old
parson, preaching one Sunday on the subject of lying, made the
consoling remark that “a lie is sometimes a very useful thing in
trade.” The saying was often repeated by the farmers of Lea and
Dethick in the market square of Derby.
Owing to the fact that Dethick Church was originally a private
chapel, there is no graveyard. It stands in a pretty green enclosure
on the top of a hill. An old yew-tree shades the door, and near by
are two enormous elder-bushes, which have twined their great
branches together until they fall down to the ground like a drooping
ash, forming an absolutely secluded bower, very popular with lovers
and truants from church.
The palmy days of old Dethick Church are past. No longer do the
people from the surrounding villages and hamlets climb its steep
hillside, Sunday by Sunday, for, farther down in the vale, a new
church has recently been built at Holloway, which, if less
picturesque, is certainly more convenient for the population. On the
first Sunday in each month, however, a service is still held in the old
church where, in days long ago, Florence Nightingale sat in the
squire’s pew, looking in her Leghorn hat and sandal shoes a very
bonny little maiden indeed.
CHAPTER III
LEA HURST
Removal to Lea Hurst—Description of the House—Florence

Nightingale’s Crimean Carriage preserved there.
L o! in the midst of Nature’s choicest scenes,

E mbosomed ’mid tall trees, and towering hills,
A gem, in Nature’s setting, rests Lea Hurst.
H ome of the good, the pure at heart and beautiful,

U ndying is the fame which, like a halo’s light,
R ound thee is cast by the bright presence of the holy Florence
S aint-like and heavenly. Thou hast indeed a glorious fame
T ime cannot change, but which will be eternal.
Llewellyn Jewett.
W HEN Florence Nightingale was between five and six years old,
the family removed from Lea Hall to Lea Hurst, a house
which Mr. Nightingale had been rebuilding on a site about a mile
distant, and immediately above the hamlet of Lea Mills. This
delightful new home is the one most widely associated with the life of
our heroine. To quote the words of the old lady at the lodge, “It was
from Lea Hurst as Miss Florence set out for the Crimea, and it was to
Lea Hurst as Miss Florence returned from the Crimea.” For many
years after the war it was a place of pilgrimage, and is mentioned in
almost every guidebook as one of the attractions of the Matlock
district. It has never been in any sense a show house, and the park is
private, but in days gone by thousands of people came to the vicinity,
happy if they could see its picturesque gables from the hillside, and
always with the hope that a glimpse might be caught of the famous
lady who lived within its walls. Miss Nightingale remains tenderly
attached to Lea Hurst, although it is eighteen years since she last
stayed there. After the death of her parents it passed to the next
male heir, Mr. Shore Smith, who later assumed the name of
Nightingale.
LEA HURST, DERBYSHIRE.

(Photo by Keene, Derby.)
[To face p. 16.
Lea Hurst is only fourteen miles from Derby, but the following
incident would lead one to suppose that the house is not as familiar
in the county town as might be expected. Not long ago a lady asked
at a fancy stationer’s shop for a photograph of Lea Hurst.
“Lea Hurst?” pondered the young saleswoman, and turning to
her companion behind the counter, she inquired, “Have we a
photograph of Lea Hurst?”
“Yes, I think so,” was the reply.
“Who is Lea Hurst?” asked the first girl.
“Why, an actor of course,” replied the second.
There was an amusing tableau when the truth was made known.
Miss Nightingale’s father displayed a fine discrimination when he
selected the position for his new house. One might search even the
romantic Peak country in vain for a more ideal site than Lea Hurst. It
stands on a broad plateau looking across to the sharp, bold
promontory of limestone rock known as Crich Stand. Soft green hills
and wooded heights stud the landscape, while deep down in the
green valley the silvery Derwent—or “Darent,” as the natives call it—
makes music as it dashes over its rocky bed. The outlook is one of
perfect repose and beauty away to Dove’s romantic dale, and the
aspect is balmy and sunny, forming in this respect a contrast to the
exposed and bleak situation of Lea Hall.
The house is in the style of an old Elizabethan mansion, and now
that time has mellowed the stone and clothed the walls with
greenery, one might imagine that it really dated from the Tudor
period. Mr. Nightingale was a man of artistic tastes, and every detail
of the house was carefully planned for picturesque effect. The
mansion is built in the form of a cross with jutting wings, and
presents a picture of clustering chimneys, pointed gables, stone
mullioned windows and latticed panes. The fine oriel window of the
drawing-room forms a projecting wing at one end of the house. The
rounded balcony above the window has become historic. It is pointed
out to visitors as the place where “Miss Florence used to come out
and speak to the people.” Miss Nightingale’s room opened on to this
balcony, and after her return from the Crimea, when she was
confined to the house with delicate health, she would occasionally
step from her room on to the balcony to speak to the people, who
had come as deputations, while they stood in the park below. Facing
the oriel balcony is a gateway, shadowed by yew-trees, which forms
one of the entrances from the park to the garden.
In front of the house is a circular lawn with gravel path and
flower-beds, and above the hall door is inscribed N. and the date
1825, the year in which Lea Hurst was completed. The principal
rooms open on to the garden or south front, and have a delightfully
sunny aspect and a commanding view over the vale. From the library
a flight of stone steps leads down to the lawn. The old schoolroom
and nursery where our heroine passed her early years are in the
upper part of the house and have lovely views over the hills.
In the centre of the garden front of the mansion is a curious little
projecting building which goes by the name of “the chapel.” It is
evidently an ancient building effectively incorporated into Lea Hurst.
There are several such little oratories of Norman date about the
district, and the old lady at Lea Hurst lodge shows a stone window in
the side of her cottage which is said to be seven hundred years old.
A stone cross surmounts the roof of the chapel, and outside on the
end wall is an inscription in curious characters. This ancient little
building has, however, a special interest for our narrative, as Miss
Nightingale used it for many years as the meeting place for the
Sunday afternoon Bible-class which she held for the girls of the
district. In those days there was a large bed of one of Miss
Nightingale’s favourite flowers, the fuchsia, outside the chapel, but
that has been replaced by a fountain and basin, and the historic
building itself, with its thick stone walls, now makes an excellent
larder.
The gardens at Lea Hurst slope down from the back of the house
in a series of grassy terraces connected by stone steps, and are still
preserved in all their old-fashioned charm and beauty. There in spring
and early summer one sees wallflowers, peonies, pansies, forget-me-
nots, and many-coloured primulas in delightful profusion, while the
apple trellises which skirt the terraces make a pretty show with their
pink blossoms, and the long border of lavender-bushes is bursting
into bloom. In a secluded corner of the garden is an old summer-
house with pointed roof of thatch which must have been a delightful
playhouse for little Florence and her sister.
The park slopes down on either side the plateau on which the
house stands. The entrance to the drive is in the pleasant country
road which leads to the village of Whatstandwell and on to Derby.
This very modest park entrance, consisting of an ordinary wooden
gate supported by stone pillars with globes on the top, has been
described by an enthusiastic chronicler as a “stately gateway” with
“an air of mediæval grandeur.” There is certainly no grandeur about
Lea Hurst, either mediæval or modern. It is just one of those
pleasant and picturesque country mansions which are characteristic
of rural England, and no grandeur is needed to give distinction to a
house which the name of Florence Nightingale has hallowed.
Beyond the park the Lea woods cover the hillside for some
distance, and in spring are thickly carpeted with bluebells. A long
winding avenue, from which magnificent views are obtained over the
hills and woodland glades for many miles, skirts the top of the
woods, and is still remembered as “Miss Florence’s favourite walk.”
The chief relic preserved at Lea Hurst is the curious old carriage
used by Miss Nightingale in the Crimea. What memories does it not
suggest of her journeys from one hospital to another over the
heights of Balaclava, when its utmost carrying capacity was filled with
comforts for the sick and wounded! The body of the carriage is of
basket-work, and it has special springs made to suit the rough
Crimean roads. There is a hood which can be half or fully drawn over
the entire vehicle. The carriage was driven by a mounted man acting
as postilion.
It seems as though such a unique object ought to have a
permanent place in one of our public museums, for its interest is
national. A native of the district, who a short time ago chanced to see
the carriage, caught the national idea and returned home lamenting
that he could not put the old carriage on wheels and take it from
town to town. “There’s a fortune in the old thing,” said he, “for most
folks would pay a shilling or a sixpence to see the very identical
carriage in which Miss Florence took the wounded about in those
Crimean times. It’s astonishing what little things please people in the
way of a show. Why, that carriage would earn money enough to build
a hospital!”
CHAPTER IV
THE DAYS OF CHILDHOOD
Romantic Journeys from Lea Hurst to Embley Park—George Eliot

Associations—First Patient—Love of Animals and Flowers—Early
Education.
The childhood shows the man,

As morning shows the day.
Milton.
There is a lesson in each flower;

A story in each stream and bower;
On every herb o’er which you tread
Are written words which, rightly read,
Will lead you from earth’s fragrant sod,
To hope and holiness and God.
Allan Cunningham.
T HE childhood of Florence Nightingale, begun, as we have seen,

in the sunny land of Italy, was subsequently passed in the
beautiful surroundings of her Derbyshire home, and at Embley Park,
Hampshire, a fine old Elizabethan mansion, which Mr. Nightingale
purchased when Florence was about six years old.
The custom was for the family to pass the summer at Lea Hurst,
going in the autumn to Embley for the winter and early spring. And
what an exciting and delightful time Florence and her sister Parthe
had on the occasions of these alternative “flittings” between
Derbyshire and Hampshire in the days before railroads had
destroyed the romance of travelling! Then the now quiet little town
of Cromford, two miles from Lea Hurst, was a busy coaching centre,
and the stage coaches also stopped for passengers at the village inn
of Whatstandwell, just below Lea Hurst Park. In those times the
Derby road was alive with the pleasurable excitements of the
prancing of horses, the crack of the coach-driver’s whip, the shouts
of the post-boys, and the sound of the horn—certainly more
inspiring and romantic sights and sounds than the present toot-toot
of the motor-car, and the billows of dust-clouds which follow in its
rear.
Sometimes the journey from Lea Hurst was made by coach, but
more frequently Mr. and Mrs. Nightingale with their two little girls
drove in their own carriage, proceeding by easy stages and putting
up at inns en route, while the servants went before with the luggage
to prepare Embley for the reception of the family.
How glorious it was in those bright October days to drive
through the country, just assuming its dress of red and gold, or
again in the return journey in the spring, when the hills and dales of
Derbyshire were bursting into fresh green beauty. The passionate
love for nature and the sights and sounds of rural life which has
always characterised Miss Nightingale was implanted in these happy
days of childhood. And so, too, were the homely wit and piquant
sayings which distinguish her writings and mark her more intimate
conversation. She acquired them unconsciously, as she encountered
the country people.
In her Derbyshire home she lived in touch with the life which at
the same period was weaving its spell about Marian Evans, when
she visited her kinspeople, and was destined to be immortalised in
Adam Bede and The Mill on the Floss. Amongst her father’s tenants
Florence Nightingale knew farmers’ wives who had a touch of Mrs.
Poyser’s caustic wit, and was familiar with the “Yea” and “Nay” and
other quaint forms of Derbyshire speech, such as Mr. Tulliver used
when he talked to “the little wench” in the house-place of the ill-
fated Mill on the Floss. She met, too, many of “the people called
Methodists,” who in her girlhood were establishing their preaching-
places in the country around Lea Hurst, and she heard of the fame
of the woman preacher, then exercising her marvellous gifts in the
Derby district, who was to become immortal as Dinah Morris. In
Florence Nightingale’s early womanhood, Adam Bede lived in his
thatched cottage by Wirksworth Tape Mills, a few miles from Lea
Hurst, and the Poysers’ farm stood across the meadows.
The childhood of our heroine was passed amid surroundings
which proved a singularly interesting environment. Steam power had
not then revolutionised rural England: the counties retained their
distinctive speech and customs, the young people remained on the
soil where they were born, and the rich and the poor were thrown
more intimately together. The effect of the greater personal
intercourse then existing between the squire’s family and his people
had an important influence on the character of Florence Nightingale
in her Derbyshire and Hampshire homes. She learned sympathy with
the poor and afflicted, and gained an understanding of the workings
and prejudices of the uneducated mind, which enabled her in after
years to be a real friend to those poor fellows fresh from the
battlefields of the Crimea, many of whom had enlisted from the class
of rural homes which she knew so well.
When quite a child, Florence Nightingale showed characteristics
which pointed to her vocation in life. Her dolls were always in a
delicate state of health and required the utmost care. Florence
would undress and put them to bed with many cautions to her sister
not to disturb them. She soothed their pillows, tempted them with
imaginary delicacies from toy cups and plates, and nursed them to
convalescence, only to consign them to a sick bed the next day.
Happily, Parthe did not exhibit the same tender consideration for her
waxen favourites, who frequently suffered the loss of a limb or got
burnt at the nursery fire. Then of course Florence’s superior skill was
needed, and she neatly bandaged poor dolly and “set” her arms and
legs with a facility which might be the envy of the modern
miraculous bone-setter.
The first “real live patient” of the future Queen of Nurses was
Cap, the dog of an old Scotch shepherd, and although the story has
been many times repeated since Florence Nightingale’s name
became a household word, no account of her childhood would be
complete without it. One day Florence was having a delightful ride
over the Hampshire downs near Embley along with the vicar, for
whom she had a warm affection. He took great interest in the little
girl’s fondness for anything which had to do with the relief of the
sick or injured, and as his own tastes lay in that direction, he was
able to give her much useful instruction. However, on this particular
day, as they rode along the downs, they noticed the sheep scattered
in all directions and old Roger, the shepherd, vainly trying to collect
them together.
“Where is your dog?” asked the vicar as he drew up his horse
and watched the old man’s futile efforts.
“The boys have been throwing stones at him, sir,” was the reply,
“and they have broken his leg, poor beast. He will never be any
good for anything again and I am thinking of putting an end to his
misery.”
“Poor Cap’s leg broken?” said a girlish voice at the clergyman’s
side. “Oh, cannot we do something for him, Roger? It is cruel to
leave him alone in his pain. Where is he?”
“You can’t do any good, missy,” said the old shepherd
sorrowfully. “I’ll just take a cord to him to-night—that will be the
best way to ease his pain. I left him lying in the shed over yonder.”
“Oh, can’t we do something for poor Cap?” pleaded Florence to
her friend; and the vicar, seeing the look of pity in her young face,
turned his horse’s head towards the distant shed where the dog lay.
But Florence put her pony to the gallop and reached the shed first.
Kneeling down on the mud floor, she caressed the suffering dog with
her little hand, and spoke soothing words to it until the faithful
brown eyes seemed to have less of pain in them and were lifted to
her face in pathetic gratitude.
That look of the shepherd’s dog, which touched her girlish heart
on the lonely hillside, Florence Nightingale was destined to see
repeated in the eyes of suffering men as she bent over them in the
hospital at Scutari.
The vicar soon joined his young companion, and finding that the
dog’s leg was only injured, not broken, he decided that a little
careful nursing would put him all right again.
“What shall I do first?” asked Florence, all eagerness to begin
nursing in real earnest.
“Well,” said her friend, “I should advise a hot compress on Cap’s
leg.”
Florence looked puzzled, for though she had poulticed and
bandaged her dolls, she had never heard about a compress.
However, finding that in plain language it meant cloths wrung out of
boiling water, and laid upon the affected part, she set nimbly to work
under the vicar’s directions. Boiling water was the first requisite, and
calling in the services of the shepherd’s boy, she lighted a fire of
sticks in the cottage near by, and soon had the kettle boiling.
Next thing, she looked round for cloths to make the compress.
The shepherd’s clean smock hung behind the door, and Florence
seized it with delight, for it was the very thing.
“If I tear it up, mamma will give Roger another,” she reasoned,
and, at an approving nod from the vicar, tore the smock into suitable
lengths for fomentation. Then going back to the place where the dog
lay, accompanied by the boy carrying the kettle and a basin,
Florence Nightingale set to work to give “first aid to the wounded.”
Cap offered no resistance—he had a wise confidence in his nurse—
and as she applied the fomentations the swelling began to go down,
and the pain grew less.
Florence was resolved to do her work thoroughly, and a
messenger having been despatched to allay her parents’ anxiety at
her prolonged absence, she remained for several hours in
attendance on her patient.
In the evening old Roger came slowly and sorrowfully towards
the shed, carrying the fatal rope, but no sooner did he put his head
in at the door than Cap greeted him with a whine of pleasure and
tried to come towards him.
“Deary me, missy,” said the old shepherd in astonishment, “why,
you have been doing wonders. I never thought to see the poor dog
greet me again.”
“Yes, doesn’t he look better?” said the youthful nurse with
pardonable pride. “You can throw away that rope now, and help me
to make compresses.”
“That I will, missy,” said Roger, and stooping down beside
Florence and Cap, he was initiated into the mysteries.
“Yes,” said the vicar, “Miss Florence is quite right, Roger—your
dog will soon be able to walk again if you give it a little rest and
care.”
“I am sure I can’t thank your reverence and the young lady
enough,” replied the shepherd, quite overcome at the sight of his
faithful dog’s look of content and the thought that he would not lose
him after all; “and you may be sure, sir, I will carry out the
instructions.”
“But I shall come again to-morrow, Roger,” interposed Florence,
who had no idea of giving up her patient yet. “I know mamma will
let me when I tell her about poor Cap.” After a parting caress to the
dog, and many last injunctions to Roger, Florence mounted her pony
and rode away with the vicar, her young heart very full of joy. She
had really helped to lessen pain, if only for a dumb creature, and the
grateful eyes of the suffering dog stirred a new feeling in her
opening mind. She longed to be always doing something for
somebody, and the poor people on her father’s estates soon learned
what a kind friend they had in Miss Florence. They grew also to have
unbounded faith in her skill, and whenever a pet animal was sick or
injured, the owner would contrive to let “Miss Florence” know.
She and her sister were encouraged by Mr. and Mrs. Nightingale
in a love of animals, and were allowed to have many pets. It was
characteristic of Florence that her heart went out to the less
favoured ones, those which owing to old age or infirmity were taken
little notice of by the servants and farm-men. She was particularly
attached to Peggy, an old grey pony long since past work, who spent
her days in the paddock at Lea Hurst. Florence never missed a
morning, if she could help it, without going to talk to Peggy, who
knew her footstep, and would come trotting up to the gate ready to
meet her young mistress. Then would follow some good-natured
sport.
“Would you like an apple, poor old Peggy?” Florence would say
as she fondled the pony’s neck; “then look for it.”
At this invitation Peggy would put her nose to the dress pocket
of her little visitor and discover the delicacy. Or it might be a carrot,
held well out of sight, which Peggy was invited to play hide-and-seek
for. If the stable cat had kittens, it was Florence who gave them a
welcome and fondled and played with the little creatures before any
one else noticed them. She had, too, a quick eye for a hedge-
sparrow’s nest, and would jealously guard the brooding mother’s
secret until the fledgelings were hatched and ready to fly. Some of
the bitterest tears of her childhood were shed over the broken-up
homes of some of her feathered friends. The young animals in the
fields were quickly won by her kind nature, and would come
bounding towards her. Out in those beautiful Lea Hurst woods she
made companions of the squirrels, who came fearlessly after her as
she walked, to pick up the nuts mysteriously dropped in their path.
Then, when master squirrel least expected it, Florence turned sharp
round and away raced the little brown creature up the tall beech,
only to come down again with a quizzical look in his keen little eye at
nuts held too temptingly for any squirrel of ordinary appetite to
resist. With what delight she watched their funny antics, for she had
the gift to make these timid creatures trust her.
EMBLEY PARK, HAMPSHIRE.
(From a drawing by the late Lady Verney.)
[To face p. 32.
Then in spring-time there was sure to be a pet lamb to be fed,

and Florence and her sister were indeed happy at this acquisition to
the home pets. The pony which she rode and the dog which was
ever at her side were of course her particular dumb friends. I am not
sure, however, that she thought them dumb, for she and they
understood one another perfectly. The love of animals, which was so
marked a characteristic in Florence Nightingale as a child, remained
with her throughout life and made her very sympathetic to invalids
who craved for the company of some favourite animal. Many nurses
and doctors disapprove of their patients having pets about them,
but, to quote the Queen of Nurses’ own words, “A small pet animal
is often an excellent companion for the sick, for long chronic cases
especially. An invalid, in giving an account of his nursing by a nurse
and a dog, infinitely preferred that of the dog. ‘Above all,’ he said, ‘it
did not talk.’”
It was a great source of pleasure to Florence in her early years
to be allowed to act as almoner for her mother. Mrs. Nightingale was
very kind and benevolent to the people around Lea Hurst and
Embley, and supplied the sick with delicacies from her own table.
Indeed, she made her homes centres of beneficence for several
miles around, and, according to the best traditions of those times,
was ready with remedies for simple ailments when the doctor was
not at hand. Owing to the fact that Florence had never had measles
and whooping cough, her parents had to exercise great caution in
permitting her to visit the cottage people; however, she could call at
the doors on her pony and leave jelly and puddings from the basket
at her saddle-bow without incurring special risk. And she could
gather flowers from the garden to brighten a sick-room, or in the
lovely spring days load her basket with primroses and bluebells and
so carry the scent of the woods to some delicate girl who, like
Tennyson’s May Queen, was pining for the sight of field and
hedgerow and the flowers which grew but a little distance from her
cottage door.
Such attentions to the fancies of the sick were little thought of in
those times, before flower missions had come into vogue, or the
necessity for cheering the patients by pleasing the eye, as well as
tending the body, was recognised, but in that, as in much else, our
heroine was in advance of her time. Her love of flowers, like
fondness for animals, was a part of her nature: it came too as a
fitting heritage from the city of flowers under whose sunny sky she
had been born.
Both at Embley and Lea Hurst, Florence and her sister had their
own little gardens, in which they digged and sowed and planted to
their hearts’ delight, and in summer they ran about with their
miniature watering cans, bestowing, doubtless, an almost equal
supply on their own tiny feet as on the parched ground. In after
years this early love of flowers had its pathetic sequel. When, after
months of exhausting work amongst the suffering soldiers, Florence
Nightingale lay in a hut on the heights of Balaclava, prostrate with
Crimean fever, she relates that she first began to rally after receiving
a bunch of flowers from a friend, and that the sight of them beside
her sick couch helped her to throw off the languor which had nearly
proved fatal. She dated her recovery from that hour.
In every respect the circumstances of Florence Nightingale’s
childhood were calculated to fit her for the destiny which lay in the
future. Not only was she reared among scenes of exceptional beauty
in both her Derbyshire and her Hampshire homes and taught the
privilege of ministering to the poor and sick, but she was mentally
trained in advance of the custom of the day. Without that equipment
she could not have held the commanding position which she
attained in the work of army nursing and organisation.
She and her sister Parthe, being so near in age, did their lessons
together. Their education was conducted entirely at home under a
private governess, and was assiduously supervised by their father.
Mr. Nightingale was a man of broad sympathies, artistic and
intellectual tastes, and much general cultivation, and, having no
sons, he made a hobby of giving a classical education to his girls,
and found a fertile soil in the quick brain of his daughter Florence.
He was a strict disciplinarian, and none of the desultory ways which
characterised the home education of young ladies in the early
Victorian days was allowed in the schoolrooms at Embley and Lea
Hurst. Rules were rigidly fixed for lessons and play, and careless
work was never passed unpunished. It was in the days of childhood
that the future heroine of the Crimea laid the foundation of an
orderly mind and a habit of method which served her so admirably
when suddenly called to organise the ill-regulated hospital at Scutari.
As a child Florence excelled in the more intellectual branches of
education and showed a great aptitude for foreign languages. She
attained creditable proficiency in music and was clever at drawing,
but in these artistic branches her elder sister Parthe excelled most.
From her father Florence learned elementary science, Greek, Latin,
and mathematics, and under his guidance, seated in the dear old
library at Lea Hurst, made the acquaintance of standard authors and
poets. But doubtless the sisters got an occasional romance not
included in the paternal list and read it with glowing cheeks and
sparkling eyes in a secluded nook in the garden.
If study was made a serious business, the sisters enjoyed to the
full the healthy advantages of country life. They scampered about
the park with their dogs, rode their ponies over hill and dale, spent
long days in the woods amongst the bluebells and primroses, and in
summer tumbled about in the sweet-scented hay. During the
summer at Lea Hurst, lessons were a little relaxed in favour of
outdoor life, but on the return to Embley for the winter, schoolroom
routine was again enforced on very strict lines.
Mrs. Nightingale supervised the domestic side of her little girls’
education, and before Florence was twelve years old she could
hemstitch and seam, embroider bookmarkers, and had worked
several creditable samplers. Her mother trained her too in matters of
deportment, and nothing was omitted in her early years which would
tend to mould her into a graceful and accomplished girl.
CHAPTER V
THE SQUIRE’S DAUGHTER
An Accomplished Girl—An Angel in the Homes of the Poor—

Children’s “Feast Day” at Lea Hurst—Her Bible-Class for
Girls—Interests at Embley—Society Life—Longing for a
Vocation—Meets Elizabeth Fry—Studies Hospital Nursing
—Decides to go to Kaiserswerth.
God made her so,

And deeds of week-day holiness
Fall from her gentle as the snow;
Nor hath she ever chanced to know
That aught were easier than to bless.
Lowell.
W HEN Florence Nightingale reached her seventeenth year she

began to take her place as the squire’s daughter, mingling in
the county society of Derbyshire and Hampshire and interesting
herself in the people and schools of her father’s estates. She soon
acquired the reputation of being a very lovable young lady as well as
a very talented one. She had travelled abroad, could speak French,
German, and Italian, sang very sweetly, and was clever at sketching,
and when the taking of photographs became a fashionable pastime,
“Miss Florence” became an enthusiast for the art. There were no
hand-cameras in those days and no clean and easy methods for
developing, and young lady amateur photographers were obliged to
dress for their work. Nothing daunted “Miss Florence,” and she
photographed groups on the lawn and her pet animals to the
admiration of her family and friends, if sometimes to the
discoloration of her dainty fingers.
She was also a skilful needlewoman, and worked cushions and
slippers, mastered the finest and most complicated crochet patterns,
sewed delicate embroideries, and achieved almost invisible hems on
muslin frills. At Christmas-time her work-basket was full of warm
comforts for the poor. She was invaluable at bazaars, then a newly
introduced method of raising money for religious purposes, and was
particularly happy at organising treats for the old people and
children.
The local clergy, both at Embley and Lea, found the squire’s
younger daughter a great help in the parish. The traits of character
which had shown themselves in the little girl who tended the
shepherd’s injured dog, and was so ready with her sympathy for all
who suffered or were in trouble, became strengthened in the
budding woman and made Florence Nightingale regarded as an
angel in the homes of the poor. Her visits to the cottages were
eagerly looked for, and she showed even in her teens a genius for
district visiting. The people regarded her not as the “visiting lady,”
whom they were to impress with feigned woes or a pretence of
abject poverty, but as a real friend who came to bring pleasure to
their homes and to enter into their family joys and sorrows. She had
a bright and witty way of talking which made the poor folks look
forward to her visits quite apart from the favours she might bring.
If there was sickness or sorrow in any cottage home, the
presence of “Miss Florence” was eagerly sought, for even at this
period she had made some study of sick nursing and “seemed,” as
the people said, “to have a way with her” which eased pain and
brought comfort and repose to those who were suffering. She had,
too, such a clear, sweet voice and sympathetic intonation that the
sick derived great pleasure when she read to them.
As quite a young girl the bent of her mind was in the direction of
leading a useful and beneficent life. She was in no danger of
suffering from the ennui which beset so many girls of the leisured
classes in those times, when there was so little in the way of outdoor
sport and amusements or independent interests to fill up time. In
whatsoever circumstances of life Florence Nightingale had been
placed, her nature would have prompted her to discover useful
occupation.
The “old squire,” as Mr. Nightingale is still called at Lea, took a
great interest in the village school, and Florence became his right
hand in looking after the amusements of the children. There were
many little treats devised for them from time to time, but the great
event of the year was the children’s “feast day,” when the scholars
assembled at the school-house and walked in procession to Lea
Hurst, carrying “posies” in their hands and sticks wreathed with
garlands of flowers. A band provided by the squire headed the
procession. Arrived at Lea Hurst, the company were served with tea
in the field below the garden, Mrs. Nightingale and her daughters
assisting the servants to wait upon their guests. After tea, the band
struck up lively airs and the lads and lasses danced in a style which
recalled the olden times in Merrie England, while the squire and his
family beamed approval.
Then there were games for the little ones devised by “Miss
Florence,” who took upon herself their special entertainment; and so
the summer evening passed away in delightful mirth and recreation
until the crimson clouds began to glow over the beautiful Derwent
valley, and the children re-formed in line and marched up the garden
to the top terrace of the lawn. Meantime “Miss Florence” and “Miss
Parthe” had mysteriously disappeared, and now they were seen
standing on the terrace behind a long table laden with presents. As
the procession filed past, each child received a gift from one or other
of the young ladies, and there were kindly words from the squire
and gracious smiles from Mrs. Nightingale and much bobbing of
curtseys by the delighted children, and so the “feast day” ended in
mutual joy and pleasure.
The scene was described to me by an old lady who had many
times as a child attended this pretty entertainment at Lea Hurst, and
still treasures the little gifts—fancy boxes, books, thimble cases and
the like—which she had received from the hands of the then beloved
and now deeply reverenced “Miss Florence.” She recalls what a
sweet young lady she was, with her glossy brown hair smoothed
down each side of her face, and often a rose placed at the side,
amongst the neat plaits or coils. Her appearance at this period can
be judged from the pencil sketch by her sister, afterwards Lady
Verney, in which, despite the quaint attire, one recognises a tall,
graceful girl of charm and intelligence.
In Derbyshire, Florence Nightingale’s interest in Church work
was divided between the historic little church of Dethick, described
in a former chapter, and the beautiful church which Sir Richard
Arkwright had built at Cromford on the opposite side of the river
from his castle of Willersley. To-day, Cromford Church is thickly
covered with ivy and embowered in trees, and, standing on the river
bank with greystone rocks towering on one side and the wooded
heights of Willersley on the other, presents a mellowed and
picturesque appearance. In our heroine’s girlhood it was
comparatively new and regarded as the wonder of the district for the
architectural taste and decoration which Sir Richard had lavished
upon it. The great cotton-spinner himself had been laid beneath its
chancel in 1792, but an Arkwright reigned at Willersley Castle in Miss
Nightingale’s youth—as indeed there does to-day—and carried on
the beneficent schemes of the founder for the people of the district.
Then the Arkwright Mills—long since disused—gave employment to
hundreds of people, and the now sleepy little town of Cromford was
alive with an industrial population. It was something of a model
village, as the neat rows of low stone houses which flank Cromford
hill testify, and there were schools, reading-rooms, and other means
devised for the betterment of the people. Many schemes originated
with the vicar and patron of Cromford Church, and the young ladies
from Lea Hurst sometimes assisted at entertainments.
We may imagine “Miss Florence” when she drove with her
parents down to Cromford Church making a very pretty picture
indeed, dressed in her summer muslin, with a silk spencer crossed
over her maiden breast and her sweet, placid face beaming from out
the recesses of a Leghorn bonnet, wreathed with roses.
It was, however, in connection with the church of Dethick and
the adjoining parishes of Lea and Holloway that Florence Nightingale
did most of her philanthropic work. This district was peculiarly her
father’s domain, and also embraced the church and village of Crich.
Like Cromford, it was the seat of a village industry. Immediately
below Lea Hurst were Smedley’s hosiery mills, which employed
hundreds of women and girls, many of whom lived on the
Nightingale estate, and Miss Florence took great interest in their
welfare. As she grew into womanhood, she started a Bible-class for
the young women of the district, holding it in the old building at Lea
Hurst known as the “chapel.” The class was unsectarian, for
“Smedley’s people,” following the example of their master, “Dr.” John
Smedley, were chiefly Methodists. However, religious differences
were not bitter in the neighbourhood, and Miss Nightingale
welcomed to her class all young girls who were disposed to come,
whether their parents belonged to “chapel” or “church.”
The memory of those Sunday afternoons, as they sat in the tiny
stone “chapel” overlooking the sunny lawns and gardens of Lea
Hurst, listening to the beautiful expositions of Scripture which fell
from their beloved “Miss Florence,” or following her sweet voice in
sacred song, is green in the hearts of a few elderly people in the
neighbourhood. A softness comes into their voice, and a smile of
pleasure lights up their wrinkled faces, as they tell you how
“beautifully Miss Florence used to talk.” In years long after, when she
returned for holiday visits to Lea Hurst, nothing gave Miss
Nightingale greater pleasure than for the young girls of the district,
some of them daughters of her former scholars, to come on summer
Sunday afternoons and sing on the lawn at Lea Hurst as she sat in
her room above. Infirmity prevented her from mingling with them,
but the girls were pleased if they could only catch a sight of her face
smiling down from the window.
During the winter months spent in her Hampshire home,
Florence Nightingale was also active amongst the sick poor and the
young people. Embley Park is near the town of Romsey, in the parish
of East Willow, and Mr. Nightingale and his family attended that
church. “Miss Florence” had many friends amongst the cottagers,
and a few of the old people still recall seeing the “young ladies”
riding about on their ponies, and stopping with kind inquiries at
some of the house doors. Although the sisters were such close
companions, it is always “Miss Florence” who is remembered as the
chief benefactress. She had the happy gift for gaining the love of the
people, and the instinct for giving the right sort of help, though
“Miss Parthe” was no less kind-hearted.
At Christmas, Embley Park was a centre from which radiated
much good cheer. “Florence” was gay indeed, as, in ermine tippet
and muff and beaver hat, she helped to distribute the parcels of tea
and the warm petticoats to the old women. She devised Christmas
entertainments for the children and assisted in treats for the
workhouse poor. Local carol-singers received a warm welcome at
Embley, especially from Miss Florence, who would come into the hall
to see the mince-pies and coin distributed as she chatted with the
humble performers. Training the boys and girls to sing was to her a
matter of special interest, and she did much in those far-away days
to promote a love of music amongst the villagers both at Lea Hurst
and Embley. It would afford her pleasure to-day could she listen to
the well-trained band formed by the mill-workers at Lea, which one
hears discoursing sweet music outside the mills on a summer’s
evening.
Embley overlooked the hills of the Wiltshire border, and the
cathedral city of Salisbury, only some thirteen miles distant, afforded
Miss Nightingale a wider field of philanthropic interest. She was
always willing to take part in beneficent work in the neighbourhood,
and the children’s hospital and other schemes founded and
conducted by her friends Mr. and Mrs. Sidney Herbert, afterwards
Lord and Lady Herbert of Lea, formed a special interest for her in
the years immediately preceding the outbreak of the Crimean War.
It must not, however, be supposed that in the early years of her
womanhood Miss Nightingale gave herself up entirely to religious
and philanthropic work, though it formed a serious background to
her social life. Mr. Nightingale, as a man of wealth and influence,
liked to see his wife and daughters taking part in county society.
During the winter he entertained a good deal at Embley, which was
a much larger and handsomer residence than Lea Hurst. Mr. and
Mrs. Nightingale had a large circle of friends, and their house was
noted as a place of genial hospitality, while their charming and
accomplished daughters attracted many admirers.
The family did not confine themselves only to county society.
They sometimes came to London for the season, and Florence and
her sister made their curtsey to Queen Victoria when in the heyday
of her early married life, and entered into the gaieties of the time.
However, as the years passed by Florence Nightingale cared less
and less for the excitement and pleasures of society. Her nature had
begun to crave for some definite work and a more extended field of
activity than she found in private life. Two severe illnesses among
members of her family had developed her nursing faculty, and when
they no longer required her attention, she turned to a systematic
study of nursing.
MISS NIGHTINGALE.
(From a Drawing.)
[To face p. 48.

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Teaching in Today's Inclusive Classrooms: A

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Design and deliver planning and teaching using

The Inclusive World of Today s Classrooms Integrating

Teachers As Architects of Learning Twelve Constructs to

Universal Design for Learning Science Reframing

Inclusive Teaching in a Nutshell: A Visual Guide for

Dialogic Literary Argumentation in High School Language

Intersectionality in Action A Guide for Faculty and

Seen, Heard, and Valued: Universal Design for Learning

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Notice to the Reader

Richard M. Gargiulo is professor emeritus of special education in the Depart-

Part 1 Foundations for Educating All Learners

Chapter 2 Introducing Universal Design for Learning 31

Chapter 3 Policies, Practices, and Processes for Special Education

Chapter 4 Diversity in the Classroom: Learners with High Incidence Disabilities 79

Part 2 Planning Instruction for All Learners

Chapter 8 Designing Learning That Works for All Students 190

Chapter 9 Assessing and Evaluating Learner Progress 226

Chapter 10 Selecting Instructional Strategies for Teaching All Learners 252

Chapter 11 Selecting Behavioral Supports for All Learners 287

Part 3 Implementing Effective Instructional Practices

Chapter 13 Creating Literacy-Rich Environments for All Learners 344

Chapter 14 Developing an Understanding of Mathematics in All Learners 382

Appendix A InTASC Model Core Teaching Standards 459

Part 1 Foundations for Educating All Learners

Teaching All Learners Assessment Etiology of Speech and Language Impairments 94

Chapter 5 Disabilities, Health Disabilities, or Traumatic

Part 2 Planning Instruction for All learners

Chapter 7 Teacher Voices Creating the Right Learning

Key Concepts and Terms 189 Alternate Assessments 228

Summative Assessments 239 Considering Specific Learning Domains in

Maintenance 255 Assessment of Behavior 293

Collaborating with Parents 311 Thematic Summary 316

Part 3 Implementing Effective Instructional Practices

Fostering Literacy Collaboration 379

Lea Hall first English Home—Neighbourhood of Babington Plot—

... Those first affections,

Removal to Lea Hurst—Description of the House—Florence

L o! in the midst of Nature’s choicest scenes,

H ome of the good, the pure at heart and beautiful,

LEA HURST, DERBYSHIRE.

Romantic Journeys from Lea Hurst to Embley Park—George Eliot

The childhood shows the man,

There is a lesson in each flower;

T HE childhood of Florence Nightingale, begun, as we have seen,

Then in spring-time there was sure to be a pet lamb to be fed,

An Accomplished Girl—An Angel in the Homes of the Poor—

God made her so,

W HEN Florence Nightingale reached her seventeenth year she

Chapter 3 Policies, Practices, and Processes for Special Education

Part 3 Implementing Effective Instructional Practices

Part 3 Implementing Effective Instructional Practices