Cutting for Stone by Abraham Verghese Read Free Book Online Page A

Ethiopians, in which prepositions and pronouns were dispensed with altogether), and able to recite even her nineteen-times table.
    You could say the probationer's presence at Missing was an accident of history. Her hometown of Asmara was the capital city of Eritrea, a country which had been an Italian colony from as far back as 1885 . The Italians under Mussolini invaded Ethiopia from Eritrea in 1935 , with the world powers unwilling to intercede. When Mussolini threw his lot in with Hitler, his fate was sealed, and by 1941 , Colonel Wingate's Gideon Force had defeated the Italians and liberated Ethiopia. The Allies gave Emperor Haile Selassie of Ethiopia a most unusual gift: they tacked on the very old Italian colony of Eritrea as a protectorate of newly liberated Ethiopia. The Emperor had lobbied hard for just this, so that his landlocked country could have the seaport of Massawa, not to mention the lovely city of Asmara. The British perhaps wanted to punish the Eritre-ans for their long collaboration with the Italians; Eritrean askaris, thousands of them, were part of the Italian army and had fought their black neighbors and died alongside their white masters.
    For the Eritreans to have their lands handed to Ethiopia was an unimaginable wound, akin to giving liberated France to England merely because the people of both countries were white and ate cabbage. When, a few years later, the Emperor annexed the land, the Eritreans at once began a guerrilla war for their liberation.
    But there were some advantages to Eritrea being part of Ethiopia: the probationer won a scholarship to the country's only nursing school in Addis Ababa, at Missing Hospital, the first young person from Eritrea to be so rewarded. The trajectory of her scholastic progress to that point was spectacular and unprecedented, a model for all youth; it was also an invitation to fate to stick a foot out and trip her.
    Yet it wasn't fate that stymied the probationer when she came to her clinical years, and it wasn't her clumsiness with the Amharic language, or with English, since she soon overcame these obstacles and became fluent. She discovered that memorization (“by-hearting,” as Matron called it) was of no help to her at the bedside, where she struggled to distinguish the trivial from the life threatening. Oh yes, she could and did recite the names of the cranial nerves as a mantra to calm her own nerves. She could rattle off the composition of mistura carminativa (one gm of soda bicarb, two ml each of spirit of ammonia and tincture c ar damom, point six ml of tincture of ginger, one ml of spirit of chloroform, topped off with peppermint water to thirty ml) for dyspepsia. But what she couldn't do, and it annoyed her to see how effortlessly her fellow probationers could, was develop the one skill Matron said she lacked: Sound Nursing Sense. The only reference to this in her textbook was a statement so cryptic, more so after she memorized it, that she'd begun to think it was put there to antagonize her:
Sound Nursing Sense is more important than knowledge, though knowledge only enhances it. Sound Nursing Sense is a quality that cannot be defined, yet is invaluable when present and noticeable when absent. To paraphrase Osler, a nurse with book knowledge but without Sound Nursing Sense is like a sailor at sea in a seaworthy vessel but without map, sextant, or compass. (Of course, the nurse without book knowledge has not gone to sea at all!)
    The probationer had at least gone to sea—she was sure of that. She was determined to prove that she did have map and compass, and so she would regard every assignment as a test of her skills, an opportunity to display Sound Nursing Sense (or to hide the lack of it).
    SHE RAN AS IF jinn were chasing her, through the sheltered walkway between the theater and the rest of the hospital. Patients and relatives of those being operated on that day were squatting or sitting cross-legged on either side of her path. A barefoot