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Autism Heroes Portraits of Families Meeting the
Challenge 1st Edition Barbara Firestone Digital Instant
Download
Author(s): Barbara Firestone
ISBN(s): 9781843108375, 1843108372
Edition: 1
File Details: PDF, 5.46 MB
Year: 2007
Language: english
“While scientists struggle to understand the biological bases of Joe Buissink’s images, are insightful and deeply affecting. This
autism to create preventions, treatments and cures, Dr. Firestone hopeful book is a must read for families, teachers and clinicians.
and her colleagues at The Help Group bring hope and help to In its pages you will meet true heroes.”
families today. Autism Heroes sensitively tells the stories of David T. Feinberg, MD, MBA, Professor of Clinical Psychiatry, David
courageous families that live with autism. It will bring guidance Geffen School of Medicine, University of California, Los Angeles,
and support to other parents and inspiration to clinicians and CEO, UCLA Hospital System
scientists.”
David G. Amaral, PhD, Professor, Department of Psychiatry and “Autism Heroes is a passionate and brilliant compilation of stories
Behavioral Sciences, Director of Research, The M.I.N.D. Institute at and photographs that portray both the challenges and joys of
the University of California, Davis living with children who have autism. Dr. Firestone captures the
enormity and range of experiences that parents face as well as
“I greatly admire Dr. Barbara Firestone’s lifetime dedication, the new frontiers of hope. Inspirational, provocative and
leadership and commitment to helping young people with painstakingly honest, Autism Heroes poignantly reminds us of the
special needs. She shares her experience and insight in this ongoing need to educate and advocate on behalf of children
wonderful book in a way that not only raises awareness and and families.”
understanding about autism but is profoundly impactful.” Areva D. Martin, Esq., Managing Partner,
Representative Howard L. Berman, US Congress Martin & Martin, LLP, President, Special Needs Network, Inc.,
parent of a child with an autism spectrum disorder
“In Autism Heroes, Barbara Firestone shines a light on the heroic
families who are building hopeful futures for their children, and “Few have the combination of compassion, rigorous knowledge,
Joe Buissink’s images enable us to meet them firsthand. This passion for the field, and accomplishments in helping literally
invaluable book motivates us to vigorously continue our work on thousands of children with autism spectrum disorders as does
behalf of all families living with autism.” Barbara Firestone. She is also an extraordinary listener, and a
John L. Burton, President pro Tem of the California State Senate great observer of people, making her perspectives and collection
(Ret.), Founder, John Burton Foundation of family stories, coupled with Joe Buissink’s photography,
extremely rich, inspiring, and instructive.”
“Autism Heroes is a gift to the autism community. Raising a child Michael O’Hanlon, Senior Fellow, Brookings Institution, parent of
with autism has never been easy, but it just got easier, thanks to child with an autism spectrum disorder
Barbara Firestone’s wisdom and compassion, Joe Buissink’s
sensitive images, and the courageous families willing to share “I read Dr. Firestone’s inspiring book with considerable awe and
their most intimate stories with her. Pediatricians can now say to admiration. Autism touches the lives of millions of children and
families coping with a new diagnosis, have I got a book for you!” their families in ways both daunting and profound. The
Eileen Costello, MD, Pediatrician, co-author of Quirky Kids: accumulated wisdom of the poignant personal experiences that
Understanding and Helping Your Child Who Doesn’t Fit In are selflessly shared in this excellent book will help to dismantle
the ignorance and misinformation that has typically stigmatized
“In Autism Heroes Dr. Firestone’s commentary and intimate autism, and has made life more difficult for the children and
conversations with parents facing the challenges of autism, and families who live and cope with it. The private challenges,
heartaches, and triumphs revealed by these families should raise “As a parent of a child with autism I am forever grateful for the
public awareness, and promote advanced research, program commitment, hope and expertise that Dr. Firestone brings into
development and expansion, so that effective changes for our lives. In Autism Heroes, Dr. Firestone, Joe Buissink and 38
children with autism and their families can one day take place. families sensitively embrace other families coping with this
The bravery, hope, and love contained within these pages are experience. This remarkable book will surely strike a chord with
nothing short of transformational, and much can be learned all who read it.”
from reading Autism Heroes.” Louis A. Vismara, MD, Consultant to Senator Don Perata,
Cheryl Saban, PhD, CEO, Saban Family Foundation, Founder of 50 President pro Tem, California State Senate,
Ways to Save our Children, 50ways.org Co-founder, The M.I.N.D. Institute at the University of California,
Davis, Commissioner, First 5 California
“Autism Heroes provides a timely and touching perspective into
the personal struggles, challenges and resiliency of parents of “One of the parents in this moving and important book says
children with autism spectrum disorders. Dr. Firestone’s ‘more information equals less fear.’ With this book, Dr. Firestone
enlightening book is certain to be an important resource for will help parents of children with autism replace those fears with
other parents, educators and scientists trying to understand this hope. This book will be an invaluable resource to families who
baffling disorder.” are confronting the challenges of autism.”
Paul Satz, PhD, Professor of Medical Psychology/Neuropsychology, Representative Henry A. Waxman, US Congress
Emeritus, David Geffen School of Medicine at UCLA
“In our journey along life’s pebbled path, it is through the
“As a researcher who has spent over 30 years working with personal stories of others that we bind the start to the finish. In
families of children with autism, I have been continually Autism Heroes, we have the privilege of meeting families through
impressed with the courage, strength, dedication and sheer their words and images who have found their way forward,
determination of these families. It is the parents who keep us despite extraordinary challenges. Dr. Firestone’s book is truly
professionals grounded in what is important. They point us in illuminating and informative.”
the right direction. After reading Autism Heroes, who could doubt Peter C. Whybrow, MD, Director, Semel Institute for
it?” Neuroscience and Human Behavior at the
Laura Schreibman, PhD, Distinguished Professor, Director, UCSD University of California, Los Angeles
Autism Research Program, University of California, San Diego,
author of The Science and Fiction of Autism “Barbara Firestone’s book is truly an inspiration that carries an
important message of hope. Autism Heroes is an intimate portrait
“Autism Heroes compels us to redouble our efforts to expand of 38 families and their celebration of love, commitment, and
opportunities for children with autism and intensify our support pride in their own words and through Joe Buissink’s lens. A must
for their courageous parents. As Vice Chair of the California read for families everywhere beginning their journey.”
Legislative Blue Ribbon Commission on Autism, Dr. Firestone Nancy D. Wiseman, Founder and President, First Signs, author of
brings the voices of families to the public policy arena to Could It Be Autism? A Parent’s Guide to the First Signs and
promote change and give meaning to hope.” Next Steps, parent of child with an autism spectrum disorder
Darrell Steinberg, California State Senator, Chair, California
Legislative Blue Ribbon Commission on Autism
autism
heroes
 Barbara Firestone, PhD

autism
heroes
Portraits of Families Meeting the Challenge
Forewords by
Teddi and Gary Cole
and Catherine Lord, PhD

Photography by Joe Buissink

First published in 2008
by Jessica Kingsley Publishers
116 Pentonville Road
London N1 9JB, UK
and
400 Market Street, Suite 400
Philadelphia, PA 19106, USA

www.jkp.com

Text copyright © Barbara Firestone 2008

Photographs on pp. 80, 82, 84, 85, 111, 113, 114, 190, 192, 217
copyright © David Firestone 2008
Photographs on pp. 45, 49 copyright © The del Olmo Family 2008
Photographs on p. 203–207 copyright © The Almog Family 2008
Photographs on p. 172, 176, 177 copyright © The Canby Family 2008
All other photographs copyright © Joe Buissink 2008
Foreword copyright © Teddi and Gary Cole 2008
Foreword copyright © Catherine Lord 2008

All rights reserved. No part of this publication may be reproduced in

any material form (including photocopying or storing it in any
medium by electronic means and whether or not transiently or
incidentally to some other use of this publication) without the written
permission of the copyright owner except in accordance with the
provisions of the Copyright, Designs and Patents Act 1988 or under
the terms of a licence issued by the Copyright Licensing Agency Ltd,
90 Tottenham Court Road, London, England W1T 4LP. Applications
for the copyright owner’s written permission to reproduce any part of
this publication should be addressed to the publisher.

Warning: The doing of an unauthorised act in relation to a copyright

work may result in both a civil claim for damages and criminal
prosecution.

Library of Congress Cataloging in Publication Data

A CIP catalog record for this book is available from the
Library of Congress

British Library Cataloguing in Publication Data

A CIP catalogue record for this book is available from the British
Library

ISBN 978 1 84310 837 5

ISBN pdf eBook 978 1 84642 696 4

Printed and bound in the People’s Republic of China

For the many families who have confronted the challenges of
autism. Their strength, love, wisdom and resilience are at the
very heart of this book and lead the way for other families just
beginning the journey.

In memory of my parents and grandparents who believed that

the education of children is one of life’s noblest callings.

Barbara Firestone

For my son, Benno, who has taught me so many things about life
and how to live it.

Joe Buissink
All book royalties are being donated to The Help Group in support of its efforts on behalf of
children with autism spectrum disorders and their families.
contents
Foreword by Teddi and Gary Cole ix
Foreword by Catherine Lord, PhD xi
Preface xiii
Acknowledgements xv

Introduction 1

Dignity 6
Teddi and Gary Cole 8
Sally and Robert Calzada 13
Mickianne Bradshaw 18
Dr. Anila Guruji 23
Pamela Bentson-Geyer 28
Kathy and Tony Peyser 33
Sue and Kenny Rosen 38
Michel Gour 42
Magdalena and Frank del Olmo 45

Hope 52
Hilary and Bob Kip 54
Anne Sweeney and Philip Miller 60
Zufan and Kinfe Rufael 64
Cathy and Jim Gott 70
Jennifer Sarkisian and Jason Elkin 75
Kristina and Justin Kell 80
Illana Katz 86
Emmie and Richard Lewis 91
Pepper Russell 96
Opportunity 102
Cheryl Jacobs 105
Dr. Louis Vismara 111
Elena and Walter Cervantes 116
Joanne and Tom Palmer 121
Deborah Fils 126
Sharon Emanuelli 132
Mary and Bill Urquhart 138
Karen Shapiro and Syud Sharif 143
Cheryl Green 148
Ellen and Kirk Hartman 154

Love 160
Anna Andrews 162
Joe Mantegna 168
Cathy Paul and Nathan Canby 172
Suzanne Reyes 178
Loyda Maldonado 185
Lalik Martin 190
Elly and John Schneider 194
Peggy and James Spalding 199
Major General Doron Almog 203
Levisa Wade 208

Afterword 214
Selected Reading for Families 215
About The Help Group 216
foreword by
teddi and gary cole
It seems like an eternity since our daughter Mary was diagnosed
with an autism spectrum disorder. When Dr. Barbara Firestone,
one of our personal heroes, asked us if we would share the story
of our journey, we agreed because we wanted other families to
know that there is hope. In Autism Heroes she has brought
together parents from all backgrounds with children with autism
spectrum disorders who share their experiences of dignity, hope,
opportunity and love.
All of the families who took part in this book, including us,
have heard the words, “your child has autism,” yet we have never
given up on our children, no matter how daunting the diagnosis
may have sounded, and no matter how little hope we may have
been given at the time. Our journeys are filled with more
emotional highs and lows than any parent of a typically
developing child might ever expect to experience in a lifetime.
It is quite difficult to explain to those who have not lived through
the tears or the laughter, and the insights we have gained from
our children. Although at times we have felt deep despair, we
have witnessed mountains of hope. We have had the opportunity
to meet some of the finest people in the world, from clinicians
and teachers to parents of typical children who want to
understand our children and support their victories.
The universe is as full of remarkable people and children as
life is full of surprises. It is no surprise, however, that we all want
the best for our children. We all want them to reach their fullest
potential. The Help Group reminds us that “every child deserves
a great future.” As parents of children with autism spectrum
disorders, we want you to know that we are here for your
children and we are here for you.
Somewhere in this book, you may see a family like yours or a
family like one you know. It is our hope that if you are a parent
of a child with autism, or suspect that your child may have
autism, you will derive strength from each of these families as
you tackle the challenges, no matter how difficult the

ix
challenges may seem. Autism Heroes is about our families and our support other families just beginning the journey, or
beautiful children from whom we have learned so much. already on the journey.
They have taught us indescribable lessons of humanity, Teddi and Gary Cole
judgment, unconditional love and most of all, hope for the Actors, advocates and parents of a
future. As parents, we would like to thank Dr. Firestone child with an autism spectrum disorder
for having the insight and the vision to create Autism Heroes to

x
foreword by catherine lord, PhD
Many professionals who work with children and adolescents with
autism spectrum disorders (ASDs), when asked why we do such
work, will recount the charm, beauty, challenges and continuing
wonder of our patients and clients with autism, young and old.
Yet anyone who stays in this field for more than a few years
knows that there are other heroes in this story: the parents who
care and fight for their children with love, bravery and creativity.
In Autism Heroes, Dr. Barbara Firestone gives us a look through
windows of different shapes and sizes and hues into how families
with a child with autism think and live with grace and hope.
Those of us who work with families and children but do not have
children with autism ourselves will never really know how it feels
to deal with the anger, the sadness, the exhaustion and the
continual need to advocate and educate others. Through the
compelling narrative we experience both universal themes and
variations, showing that there is not only one way to do this and
that there are common strategies and sources of support.
One of my favorite statements was made by Hilary and Bob
Kip about taking their children into the community—to be
willing to put yourself and your child out in the world, but first
to be prepared, to pick your battles, quickly, and to never give
up. It embodies all those steps that could form a “cheer” of
support for families living with autism. One of our jobs as autism
clinicians is to help in the preparation, decrease the battles and
never give up the cheer.
There are many other words of wisdom in this wonderful
book. The importance of having an educational program that
parents trust and that values families. The need to seek and
accept support from families, friends, professionals, and the
autism community. The point, as several of the parents said, is to
find strengths, in the children, in the parents, in the community,
and to build on them.
For many families with children with ASDs, knowledge is an
important strength—knowledge about their own child, about
ASDs in general, about their community resources. Whenever
our clinic gets new staff, they are always shocked at how much
most of the parents know.

xi
 Yet we are all at some point humbled by how little we know This book inspired me to think harder and more carefully
about the development of this complex disorder or disorders about the families with whom I work and the nature of their job,
that are called ASDs, and what is best for each child. Ultimately, and my job in supporting them. In the rich landscape that Dr.
families have jobs on multiple levels, from advocate and Firestone has created in Autism Heroes, the families speak for
chauffeur to cheerleader and tutor. I was struck by another themselves with spirit and dignity, and we can all gain much
statement in the book, that families need to let their children see from listening to them.
them enjoying life—because life is more than Individual Catherine Lord, PhD
Education Plans and therapy sessions and passing tests and Director, University of Michigan Autism and Communication
reaching milestones. This seems like an extremely important Disorders Center
point to consider, not just for the immediate family of a child Professor of Psychology and Psychiatry
with ASD, but also for extended families trying to support their Research Professor, Center for Human Growth and
children and brothers and sisters who are parents of children Development
with autism.

xii
preface
I vividly remember the day when one little boy would introduce
me to autism and inspire my life’s work.
When I was a freshman in college I participated in a field trip
to a state institution for individuals with severe disabilities as
part of a required speech/communications class. At first, we had
no idea what this had to do with our course. Each of us was
assigned to spend an hour with one of the resident children.
After a few minutes with Timmy, I was struck by the fact that
although he was nine years old, he could not speak, he made no
eye contact, and he rocked back and forth. He appeared to be
locked inside a world of his own. I used all of my youthful energy
and enthusiasm to repeatedly try to engage him, but I could not
make contact with him. I sang, I made funny faces and noises,
jumped up and down, and exhausted just about everything in
my bag of tricks. I was totally unsuccessful, dismayed
and confused.
I was told by a staff member on the unit that Timmy had a
condition called autism—I had never met anyone with this
disorder and had never heard of it. In addition to the behaviors
I observed, I was told that Timmy had no self care skills, had
severe behavioral issues and was, at times, self-injurious. I could
not believe the plight of this child and thought about what life
must be like for him. I asked about his family and was told that
due to the scarcity of resources in the community, his parents
had no choice but to place him in this institution where he could
be safe and his basic needs could be met.
On our return back to campus, our professor, Dr. Mary Ann
Peins, explained why she took us on this field trip. She spoke
about the nature and power of human communication and its
role in connecting us to others. She spoke about the profound
impact that the lack of communicative ability can have as it did
on the children whom we met that day. I asked her what type of
professionals worked with these children. She mentioned that
speech pathologists had a very important role to play and that
she was a speech pathologist. I asked if my college offered a
major in this area and she said, “Yes.”

xiii
 I could not set aside my thoughts of Timmy and his family, or It was a period characterized by stigma, misconceptions and lack
the intensity of my desire to know more about autism. My next of opportunity. Since those days, parents and professionals have
step seemed clear to me. When I returned to my dorm, I called worked incredibly hard on behalf of children with autism. Due to
my parents to tell them that I now knew what I wanted to study their efforts and the ever increasing number of children affected,
and what I wanted to do with my future. This experience with the race has accelerated to find the causes and the interventions
one little boy prompted the course of my studies and my lifelong that hold promise, and to ensure that children with autism are
commitment to helping children with special needs and given the opportunity to fully realize their potential. It is a race
their families. that can never be fast enough for the parents who are engaged
Four decades have passed since my visit to the state institution in their own marathon to find the information and resources
during a time that we now look upon as the dark ages of autism. that can make the critical difference for their children.

xiv
acknowledgements
Autism Heroes was born of the dedication and passion of a
wonderful group of individuals.
I’d like to express my heartfelt appreciation to the 38 families
who opened their hearts and shared their stories with me and
gave me the privilege of illuminating my book with their insight
and wisdom, and especially to the children who have inspired
the labor of love that is Autism Heroes.
I am forever grateful to my husband, David, who possesses a
great sensitivity and understanding of children with special
needs. He has wholeheartedly supported my life’s work from the
very beginning. Over a decade ago, David penned a phrase that
means a great deal to The Help Group and to me—“Dignity,
hope, opportunity and love are the birthrights of all children.”
This quotation speaks to core beliefs of The Help Group and
forms the framework of my book. David has contributed greatly
to this book and has encouraged me every step of the way.
Joe Buissink has generously given of his time and enormous
talent to capturing the beautiful images of the families portrayed
in this book. His involvement as an artist and as the parent of a
child with an autism spectrum disorder is very special.
I thank Dr. Catherine Lord and Teddi and Gary Cole for
gracing my book with their forewords. Dr. Lord’s work in the
field has been extraordinary and has created a beacon of hope
for children and families. The Coles have dedicated themselves
to helping their daughter Mary to blossom and advocate to
building brighter futures for all children with autism spectrum
disorders.
The Help Group is blessed with a remarkable Board of
Directors who dedicates its efforts to opening the doors of
opportunity to children with special needs. My thanks to Gary H.
Carmona, Susan Berk, Robert Dorman, Dr. David Firestone,
Perry Katz, Dr. Martin Lasky, Jerrold Monkarsh, Joy Monkarsh,
Barry N. Nagoshiner, Judd Swarzman, Howard Tenenbaum and
Richard M. Zelle for their unwavering commitment to our
mission throughout the years and for their support of this
project. Dr. Susan Berman and the executive team of The Help
Group, administration and staff, governmental partners,

xv
philanthropic friends, and volunteers have enabled many I have a great family who encouraged me to pursue this
thousands of children with special needs to realize their fullest project—Sarah and Jeremy Milken, Samantha and Jonathan
potential. The Help Group is a wonderful family. Firestone, and Shari Firestone. And my grandchildren, Jake,
I’d like to recognize and thank all who have shared in my Marin, and Charlotte, too.
vision for this book and have worked with me to bring it to I am very grateful to my mentors who have meant so much to
fruition, particularly Jessica Kingsley, Terry Marks, Cheryl Raver, me—Dr. Paul Satz, Nolan Spencer, and Dr. Gerry Hasterok.
Gerry Rosenblatt, Dr. Laurie Stephens, and Bob Rooney. I’d also I deeply value the input and efforts of my colleagues and
like to thank Pam Clark, Dr. Mary Bauman, Nata Preis, Barry friends—Senator John Burton, Dr. Lou Vismara, Dick Costello,
Berk, Marilyn Buissink, Tish O’Connor, Dana Levy, Lisa Eleni Tsakopoulos-Kounalakis, Arnie Kleiner, Bruce Berman,
Manafian, Kristine Datastanyan, Anke Ueberberg, Tony Schiavo, Dawn Taubin and Kevin McCormick.
Cindy Bassman and Greg Allen.
Many thanks to you all!

xvi
introduction
The commitment and caring of the parents whom I have met
are extraordinary—I am in awe of their ability to persevere and
to do whatever it takes for the sake of their children and to
endure and overcome the challenges. Although each family is
unique, they are part of a greater family of parents who are
engaged in the journey through the maze to a place of hope.
When parents have the first suspicion that their child may be
developing differently, it can be a time of fear, denial and a time
when information and support can be the lifeline that they need
to help them through. It is a very personal journey that changes
their lives forever. When asked what would have made this time
in their lives more tenable, they said knowing that they were not
alone, having the benefit of the advice, support and
encouragement of other families who have weathered a similar
storm, having access to up-to-date information and resources,
and living in a community that understands and cares.
I wanted to reach out to parents in the privacy of their homes
in as non-threatening and intimate of a context as possible and
provide them with the support and wisdom of other parents. I
asked parents who had children, preschoolers through young
adults, with all forms and degrees of autism if they would be
willing to share their very personal stories in words and images.
The parents I asked are from all walks of life and are culturally
diverse—some are single parents and others married. The
response was overwhelmingly positive. They enthusiastically
agreed to be interviewed, to have their interviews videotaped,
transcribed and excerpted, as well as to have photographs taken
of themselves and their children so that I could create a tapestry
of their experiences.
They said that they understood how important their
experiences could be to other parents—realizing in hindsight
how impactful it might have been for them at the outset of their
journeys. They said that they felt comfortable with full disclosure
in the spirit of lifting the stigma. Although some were parents of
children with classic autism and others were parents of children
with high functioning autism or Asperger’s Disorder or other
variations of autism, there were many universal chords filled with
a great deal of wisdom and a trajectory of hope.

1
 As I sat across from these parents, they shared their very An ever increasing number of children are being diagnosed
personal experiences. They spoke with openness, vulnerability with autism spectrum disorders (ASDs)—now referred to by
and intimacy. At times, they fought back the tears in recounting many as an epidemic. Once scarcely discussed in the media,
the trials and in recounting the triumphs. And as I listened and autism now attracts a great deal of attention. The autism
guided them through the interview, I too held back the tears. I landscape is dramatically changing and the quest for
was overcome by the trust that the parents placed in me to answers intensifies.
convey their innermost thoughts and feelings to other parents In the 1960s and 70s, autism was considered a rare disorder
and to the public. and was estimated to affect four or five children per 10,000.
I asked a highly acclaimed photographer, Joe Buissink, who These numbers stand in sharp contrast to the Centers for
has a child with an autism spectrum disorder, if he would be Disease Control and Prevention (CDC) that recently released a
willing to shoot the photographs for this project. Without report estimating that one in every 150 children in the US has
hesitation, he said that it would be his privilege to participate an autism spectrum disorder—a tenfold increase over the past
and offer his services on a pro bono basis—an incredible act of decade. It occurs more frequently than childhood cancer,
generosity and caring. Joe said that he knew firsthand what it diabetes, and pediatric AIDS combined. Prevalence estimates are
means to be a parent in this situation and would do anything in similar in other countries throughout the world who track this
his power to help other parents. When he looks through his type of data.
camera to capture the beauty and essence of these parents and Autism imposes many formidable challenges for each child
their children, his eyes, heart, and soul see the families with a and family whose lives it touches. It is a lifelong disability whose
crystal clear prism of love and understanding. Joe’s photos causes are yet to be identified. Autism spectrum disorders are
reveal a great deal about each of the families and bring their characterized by a triad of challenges: communication
words to life. impairments; problems with social interactions; and unusual,
I am grateful to Jessica Kingsley for her confidence and rigid and repetitive behaviors. The three most common
support of this project. disorders on the spectrum include autism, Asperger’s Disorder
When I approached Jessica and her organization to publish and PDD-NOS (Pervasive Developmental Disorder—Not
this book, they immediately agreed to carry this message of hope Otherwise Specified). ASDs range from mild to severe; no two
to families everywhere. With their vast experience in the children display the exact same characteristics. Some children
publication of books on autism, they said that they knew how develop atypically from birth, while a smaller percentage appear
important the message of this book could be for parents of to develop normally and then begin to regress as toddlers. ASDs
children with autism. are four times more common in boys than in girls and
Everyone involved—the parents, Joe, my husband David and impact children from all ethnic, cultural and
I, the publishing team and the project staff—were dedicated to socio-economic backgrounds.
the effort; it was a labor of love that took on a special life of Children with ASDs experience a complex set of challenges
its own. that is difficult to capture in a few paragraphs. Not intended to
Each of the parents whom I interviewed are heroes—heroic in be a comprehensive list, here are some of the major
their never ending efforts on behalf of their children and heroic characteristics often associated with classic autism and
in their willingness to lend their support to others just setting Asperger’s Disorder.
out on the journey. It became clear to me that this book should Children with classic autism have severe impairments in
be named in their honor: Autism Heroes: Portraits of Families language. Fifty percent are non verbal and 25 to 50 percent are
Meeting the Challenge. With candor and courage, they chart a thought to have mental retardation. With limited social
course through the many stages of coping with autism and of interaction and eye contact, children with classic autism appear
overcoming the obstacles. It is a roadmap for other parents and to be detached, lack interest in others and do not share their
a celebration of their commitment. interests with others. Their play skills can be delayed, unusual,

2
noninteractive and unimaginative. They can engage in Asperger’s make the case that it is a difference rather than
stereotyped, repetitive, self stimulatory behaviors, and some a disorder.
children are self-injurious They have a need for sameness in The term PDD-NOS is used when a child’s symptoms do not
their environment and have atypical reactions to sensory input meet all of the criteria necessary for the diagnosis of any other
like bright lights and loud noises. Their problems in language, autism spectrum disorder or other disorders that account for
social skills, and need for routine and sensory issues trigger their symptoms.
tantrums and other behavior problems. For the diagnosis to be The documented history of autism begins in 1943, when an
made, symptoms must be present before the age of three. The Austrian child psychiatrist, Dr. Leo Kanner at Johns Hopkins
term high functioning autism, although not officially recognized University, first used the term autism to describe eleven children
as a diagnostic category, is commonly used to refer to children whose behaviors were consistent with what we define as classical
with autism whose intellectual capabilities are within the average autism. The term autism was derived from the Greek word autos
to superior ranges and appear to have a greater degree of that means “self.” In 1911, Dr. Eugen Bleuler first used this term
relatedness and less deviant language. to describe adults with schizophrenia who seemed socially
Children with Asperger’s Disorder have serious challenges withdrawn. In 1944, Dr. Hans Asperger, a pediatrician in Vienna,
related to social interaction and understanding as well as to quite separately from Dr. Kanner and unknown to one another,
restricted and repetitive patterns of thought and behaviors. described the unusual behaviors of four boys that would lay the
Unlike children with classic autism, children with Asperger’s foundation for what is now known as Asperger’s Disorder or
Disorder have average to superior intellectual capabilities, no Asperger’s Syndrome. This disorder would not be officially
significant clinical delays in language development and may recognized for 50 years. In 1994, Asperger’s Syndrome was
have precocious language development. added to the Diagnostic and Statistical Manual of Mental Disorders,
Symptoms include preoccupation with a narrow range of published by the American Psychiatric Association. Now in its
subjects, an unusual, pedantic and monotonous speaking style fourth edition, this manual serves as the guide for diagnosis and
that lacks prosody, and an inability to interpret the subtleties and clinical description of disorders and is widely used by
nuances of language. Children with Asperger’s Disorder have professionals in the field.
difficulties interpreting and responding to nonverbal cues, In 1970, British psychiatrist and parent of a child with autism,
engaging in reciprocal two-way conversations, sharing interests Dr. Lorna Wing, and her colleague Dr. Judith Gould developed
with others, regulating emotions, managing anger, an the concept of autism spectrum disorders. They characterized
inappropriate adherence to routines and rituals and immature autism as a range of disorders based on difficulties with social
empathy. Although they generally want to fit in, they face interaction, communication and imagination. It encompasses
challenges forming peer friendships and are more comfortable children whose symptoms vary in type and intensity. In 1981,
with adults or younger children. In school settings they are often Dr. Wing first used the term Asperger’s Syndrome to
bullied, teased and ostracized by peers. Nearly two-thirds of refer to children who were similar to those that Dr. Asperger
adolescents experience affective disorders including anxiety originally described.
disorders and depression. Problems with organizational skills For many years autism was believed to have a psychological
such as completing a task, motor coordination, sensory input, basis related to the mother’s inability to bond with her child, the
over focus on parts of objects rather than the whole, and “Refrigerator Mom” theory. Although this theory, popularized
stereotyped or repetitive motor movements can also be present. by Bruno Bettelheim, has been discredited and set aside for
Although symptoms of Asperger’s Disorder are present by the more than 30 years, remnants of it still exist today. This
age of two or three, they are usually masked until after the age interpretation coupled with the practice of institutionalizing
of five. Some do not consider Asperger’s as part of the spectrum; children with classic autism gave rise to the stigma that was
others consider it a milder form of autism. Some adults with pervasive and painful to parents and children.

3
 In the mid-1960s, a scientifically driven agenda for the However, most children with ASDs are diagnosed at four years
research into the causes of autism began to emerge. Dr. Bernard of age or later. Reportedly, factors related to socio-economic
Rimland, a researcher and parent of a child with autism, wrote a disadvantage, lack of access, and ethnicity may contribute to
book that introduced the concept that autism had a greater than average delays. A relatively small percentage of
neurobiological basis rather than being a result of poor children who are diagnosed early receive the intensive
parenting. The era of scientific research was about to begin. intervention that they need. Services are either inadequate in the
During the same time period, intervention strategies began to hours of therapy provided, unavailable, unaffordable, not
be developed that were targeted at helping children to build publicly funded, or not covered by insurance companies in many
essential skills. Dr. Ivar Lovaas at UCLA would introduce the communities. This is an important example of research
behavioral treatment of autism. ABA (applied behavioral advancing our understanding and the development of
analysis) would set the stage for the development of evidence- interventions, but the resources available to meet this demand
based interventions, and remains the cornerstone of treatment lagging far behind.
for children with autism today. It is therefore critical for parents to know that there are
Public policy reform began to emerge that would promote interventions that can make an important difference for their
greater educational opportunity. For example in the United children and to advocate for these services for their children.
States, the Education for All Handicapped Children Act was passed Children with all types of ASDs can develop skills that enable
in 1975 and renamed the Individuals with Disabilities Education Act them to lead more positive and productive lives. There is no
in 1990. This landmark legislation mandated a free, single approach that addresses the needs of all children—there
appropriate, publicly supported education for all children with is no panacea, but there is hope.
special needs in the least restrictive environment. The number of interventions available has continued to
Over the past two decades, the number of children diagnosed expand—some have the benefit of scientific study and varying
with autism has continued to rise. The debate is robust. Some degrees of validation. Others do not have the validation of
argue that this increase is due to improved diagnostic skills, science to support them but are anecdotally reported to be
decrease in misclassification, the broadening of diagnostic beneficial to some children based on the experience and data
criteria, better documentation of identified cases, and overuse of collected by educators and clinicians. It can be very confusing
the diagnosis or a combination of factors. Others argue that it is and parents must be careful not to forego established treatments
an absolute increase unexplained by these theories. to pursue unproven or potentially harmful treatments.
In its ongoing exploration of the causes of autism, scientific Pharmacological approaches should be used judiciously and very
research is investigating the role of genetics and related carefully monitored. A full range of programs are not available
heritability, vulnerability and susceptibility issues, and the in all communities, but parents must be encouraged to explore
potential role of other factors such as immune dysfunction, all of the available options.
metabolic disturbances, infectious processes and Comprehensive programs capitalize on the child’s relative
environmental triggers. Research is beginning to more strengths and interests, are highly structured and incorporate
rigorously look at the questions of effective diagnostic, education behavioral, developmental approaches comprising evidence-
and treatment models. based best practices. These approaches recognize the
As public awareness continues to grow, the importance of complexities and variations of each child. Education and
early detection and early intervention is gaining greater treatment promote growth in communication, social,
attention. Research supports that classic autism can be reliably behavioral, cognitive, academic and self help skills, and,
detected as early as 18 months in many cases, and that some motor development.
symptoms appear during the first year of life. Intensive early Programs for children with ASDs should be based on each
intervention can enable children to make significant gains due to child’s unique needs. The most appropriate program may be
the neuroplasticity of the developing brain. school based in special education or regular education settings

4
and/or after-school, clinic, or in-home based. With a highly productive as adults. When ready, students can be placed in
structured educational and skill development approach, supervised work experiences in the community. An
program components can include applied behavioral analysis, augmentative communication approach exposes students who
speech and language therapy, occupational therapy, social skills are non-verbal, or who have limited verbal abilities, to a range of
and adaptive living skills, training and adaptive physical communication options that help the teacher/therapist identify
education. Positive behavioral supports based on functional the most useful method of communication. Alternative methods
analysis of problem behavior should be part of the program. can include signing, use of pictures, computer-generated
Progress must be tracked and reviewed in all areas on an language and verbalizations that substitute for actual words.
ongoing basis. These programs demonstrate that children with more severe
Children ages three through five years with classic autism and forms of autism can, and do, make strides in their development.
high functioning autism can benefit from intensive specialized Children with Asperger’s Disorder and high functioning
interdisciplinary preschool programs that provide a minimum of autism require programs and services that directly teach social
25 hours per week of instruction with supportive services skills. Social skills training can be provided in regular education
incorporated into the school day. There is a high staff to student and special education settings, after-school groups, and in
ratio (at least one-to-three) including one-to-one and small counseling and therapy programs. Social skills training helps
group instruction. Preschool programs that emphasize strong children to develop the skills to interact more appropriately with
collaboration among the professional and paraprofessional staff, others, to read facial expressions and body language, to take
and parents as key members of the team, significantly improve other people’s thoughts and feelings into account, and to form
children’s ability to acquire, retain, and generalize skills. In friendships. Equipped with these skills, children are able to tear
addition to one-to-one instruction and behavioral therapy these down the walls of isolation that surround them, reduce their
programs can include naturalistic approaches, specialized anxiety and frustration, regulate their emotions and become
preschools, focus on structured early play activities, language more fully engaged in the world around them.
and social skills development, and learning-readiness skills. For
children younger than three who have been identified with



ASDs, early intervention can include parent training and
support, behavioral, speech, and occupational therapy, and Important history is in the making for autism, as science, public
strategies to encourage social play. policy, advocacy, best practices in education and treatment, and
In addition to the general components of effective autism public awareness endeavors expand and intensify. Progress in
programs, children with classic autism can benefit from these arenas will surely make the journey less arduous for
functional academics, augmentative communication approaches, children and families living with autism.
daily-living skills instruction, and job-readiness training. I invite you to meet 38 remarkable families who began their
Functional academics help students develop basic math and journeys at various times over the past two decades. With
reading skills that are necessary for living more independently, sensitivity and openness, they have shared their experiences so
for example, making change, reading street signs, and telling that other families may derive strength and support from their
time. Daily-living skills and job-readiness training that focus on insights. They speak of the meaning of dignity, hope
such skills as cooking, cleaning, shopping, using public opportunity and love in their lives. It is a privilege to introduce
transportation, and sorting items prepare students to be more these heroic parents to you.

5
dignity
Cole
Calzada
Bradshaw

Guruji
Bentson-Geyer
Peyser

Rosen
Gour
del Olmo

When her son Nick was diagnosed with high functioning autism,
Pam Bentson knew that she would have to work hard to help him
develop a sense of dignity in his life. In the third grade, for the
first time, he looked at me and said, “Mom, I’m different.” He
had never said that before and it was hard for her to hear. She
said to him, “I love you Nick. You are different. It is different for
you, but that’s okay, because I love you, and we will find the right
place for you to fit.” As Pam told me this story there were tears
in her eyes.
I have met many families who have confronted numerous
obstacles yet have found the pathways to dignity for their
children. Parents with older children remember the
misconceptions that prevailed for many years: the “Refrigerator
Mom” theory or the idea that Raymond in Rain Man was the
embodiment of what it meant to have autism. Can you imagine
hearing this diagnosis and at the same time thinking that you as
a parent were somehow responsible for your child’s disability?
Can you sense the frustration of finding very little reliable
information about a subject of such importance? Can you feel
the despair of the parents having such scant resources to rely
upon while at the same time being told that the prognosis for
your child was grim? Thankfully, the times are changing for this
generation of children and for their families.
What does it mean to lead a dignified life? How do parents help a label that limits their child or a label that will enable them to
their children navigate in a world that isn’t always sensitive to better understand their differences? Will lack of disclosure help
individuals with differences? Families recount how insensitive, to protect their child from slings and arrows that could be aimed
uninformed, and distancing the community can be. When at them by uninformed or insensitive peers, family and friends?
children, who otherwise look normal, have disruptive or unusual Many parents have made the decision to be public and this
behavioral problems in public, strangers can be very decision has opened up the pathway to dignity for
unforgiving. Frequently, onlookers attribute the child’s many children.
behavioral problems to ineffective parenting or to the child Teddi Cole remembers this decision. “Now, we’re okay with
being a “bad seed.” They often stand to the side rather than the diagnosis. When Mary was first diagnosed, people said to us,
help, their faces full of judgment rather than empathy. Some ‘Don’t use the A word.’ But that’s sort of treating it like the
parents have told me that, although it’s difficult for them to Scarlet Letter. It’s not the Scarlet Letter. Gary and I made the
admit, they wished at times that if their child had to be disabled, decision early on; we’ve talked openly in our house about autism
that the disability had taken a more socially acceptable form. for as long as I can remember. Mary knows she has autism. She
Some parents make the decision to fully participate in activities knows that she’s had a harder time doing things socially than
outside the home no matter what the cost; others modify what other kids. So we felt that to pretend, not to call it by its name,
they will attempt; while others retreat, saying that it’s easier to would in the long run be harder for her and harder for us.”
avoid being ostracized. And of late, parents are beginning to tell Parents tell me that they work hard to try to understand their
me that they sense a greater understanding in the community— children’s inner life and unique expression of life. They try to
a more “How can I help?” rather than “What kind of parent are grasp how their children experience those close to them and the
you and what kind of child do you have?” world around them. In so doing, they have achieved tremendous
Lack of acceptance and tolerance by classmates and insights—it is very different from what they imagined in the
neighborhood peers can compound the isolation of already beginning. Some parents try to connect with their child through
sensitive children. Rather than being a haven of learning and their child’s perspective; others work to help their child conform
friendship, school can be a place of bullying, scapegoating, and to the world as they know it; and others try to meet in the middle
despair for the child with ASDs. There are too many stories of to find a place of dignity and acceptance for their child.
the child who finds himself all alone or mercilessly taunted. In this time of greater public awareness, barriers to dignity are
But there are also stories of the children who find acceptance beginning to be dismantled and bridges to public acceptance,
and develop the skills to form positive social relationships in understanding, and help are being built. The powerful stigma
settings that are designed to meet their needs. One parent told that for many decades has limited dignity for those with autism
me that one of the happiest days for them and their son was is beginning to recede. Now we are speaking more openly: there
when he had “real” friends to invite to his bar mitzvah. This was is no shame, there is nothing to hide. Dignity and difference are
in stark contrast to the past, when for birthday parties and other not incompatible.
celebrations his parents would call upon their family and friends All of us need feedback in our lives that tells us we are valued,
to send their children to fill in for the friends that their child that we are accepted and we are loved. Let us work to tear down
simply didn’t have. the barriers to the dignity that these children and families
The issues of dignity are larger than life when parents weigh deserve. It is an important movement that has been long
the decision to disclose to their child that he or she has autism. overdue whose time has finally come.
They question whether this disclosure is helpful or harmful: is it

7
teddi and gary
cole ary Cole knows that she has high functioning autism.

M Her parents, actors Teddi and Gary Cole, made the

decision to tell Mary, their family, friends and
community about her autism and to speak freely about it. They
believe that this candor will not only prevent stigma for Mary but
will also contribute to reducing the stigma for others. As
advocates in the public arena, the Coles are paving the way for
other parents and supporting public policy reform. Their voices
are loud and they are clear.
9
 It’s not the Scarlet
Letter…
Teddi: We were sent to a developmental pediatrician who
observed Mary for a while. Then she asked us, “What is your
greatest fear?” I said, “My greatest fear is her self-esteem. I don’t
want her to feel that she’s different from other kids. If she’s got
a speech delay, I’d like to be able to help her with that.” The
doctor said, “I need you to know that I’m leaning toward
autism.” And our brains just stopped. I remember getting into
our car and shaking, because we didn’t have any knowledge. It’s
like being thrown into the middle of the Atlantic Ocean and
having someone yell, “Find New York!”

Gary: As soon as we started to get information, it got better:

more information equals less fear. I went through a book looking
for all the reasons why autism didn’t apply to Mary. It was easier
at that point to deny the diagnosis, but we started to do the work
that needed to be done. We learned so much about autism and
autism spectrum disorders. Mary was responding to all of her
therapies, and autism became a part of who she was as opposed
to something that needed to be cut out of her. Autism is as much
a part of her as blonde hair—and we love every part of her.

Teddi: I remember sitting in Mary’s room one day and trying to

get her to engage with me in playing a game. And she didn’t
engage, she didn’t want to engage, and I started to cry. I was
feeling very sorry for myself because somehow in that moment it
was about me. She turned around and said, “Mommy, you want
a Popsicle?” which was a treat I’d offer her if she were upset.
While I ate my Popsicle, I looked at her and watched her playing
and I thought, “You know what? This kid is happy. She’s okay.
I’m the one that’s unhappy.” In that moment I realized that I
needed to change the way I looked at her, I needed to meet her
halfway. I needed to find out how she thought and how she
viewed life, as opposed to trying to get her to completely see how
we did things, trying to get her to do things our way. That
moment freed me.
Now, we’re okay with the diagnosis. When Mary was first
diagnosed, people said to us, “Don’t use the A word.” That

10
11
 seemed to make sense: we wouldn’t want her to know that she
had autism. But that’s sort of treating it like the Scarlet Letter.
It’s not the Scarlet Letter. It’s not a label; it’s a diagnosis. When
you have a diagnosis, you know where to go, what to do, how to
work with whatever IT is. Gary and I made a decision early on:
we’ve talked openly in our house about autism for as long as I
can remember. Mary knows she has autism. She knows that she’s
had a harder time doing things socially than other kids. So we
felt that to pretend, not to call it by its name, would in the long
run be harder for her and for us.

Gary: She’s named Mary after Teddi’s mother, but we never

thought that Mary Cole sounds like “miracle” when you say it
fast. She is that.

12
sally and robert
calzada ally and Robert Calzada have two sons, Eric and Jonathan,

S who are just one year apart in age. Jonathan is seriously

challenged by classic autism. With this diagnosis, they
knew that the dreams they had for Jonathan had to change.
Robert, who loved to play football and baseball and taught these
skills to other children, had to face the reality that he would not
be playing ball in the same way with both of his sons. Sally and
Robert have tried to create as normal a life as possible for their
family and have weathered the trials of their lives at home and
in the community.
 Robert: I know my son has serious, serious challenges. His label
One smile erases a is “very low functioning,” he’s non verbal, and he’s eight years

hundred tantrums. old. Jonathan’s autism has changed us profoundly. I tell my

other son and other people it’s not just Jonathan who has

14
15
 autism: we must think of it as the four of us who have autism. It
doesn’t stop when he’s at school. It doesn’t stop when he’s
asleep. It never stops. We realize that’s the way it’s going to be.
All the tears, and all the anger and all the cursing in the world—
and believe me there’s that—doesn’t stop the fact that you still
have a job to do, and you have to wake up the next day and
tackle it.
We’re on display everywhere we go. We deal with it everyday
constantly in the stores, in the malls. There are places we won’t
even try to go to—as a family we can’t go to a movie theater.
Sometimes we can’t even go to a Dodgers game and that is one
of the things that our other son Eric really enjoys. We tell Eric
the truth, that his brother is different and that he needs special
attention and that not all of these things fit in his life. Our dream
is for our sons to enjoy their lives together as much as possible.
We want them to do things together as much as possible, swim,
ride bikes, but there are a lot of activities that are off limits for
Jonathan. So we have to be very fragmented as a family. We have
to split up—one of us will go with Eric and one of us will stay
with Jonathan.

Sally: We don’t want to just hide at home. We want him to know

the world outside of the home too. So we take him to the
supermarket, even though it’s hard; we take him shopping for
shoes and we take him to restaurants, and at least those things
we can do all together, even if it’s a little difficult. It is difficult.
The community is unforgiving—every single person in the world
is staring at us. When he was three or four, maybe they were a
little more lenient with his behaviors and tantrums; maybe it was
a bit more common to see a younger kid behaving like that. The
older he gets, the less forgiving I think they are. It immediately
puts you on the defensive.

Robert: As difficult as it is to have someone judge you, when

someone is judging your child by a stare, a look, it does
something to you. It’s not a nice feeling. It hurts and bothers us.
I’ve begun to lash out a bit more. I wish we could tell everyone
that passes us, “My son has a disability. It’s hard for him to calm
down, and it’s hard for him to be patient right now.” I want them
to give us some leniency in the line at the restaurant, here and
there, because I don’t feel we should be excluded from as normal
a life as we can have. It sounds rough but I’m the most proud
father in the world.

16
Robert: One of my favorite times of the day is when Jonathan is life, but I can’t teach one of my own sons.
sleeping. I’ll look at him and I’ll look at Eric, and they are But if you could see all his giggles and smiles, that’s enough
exactly the same. There’s no difference and there’s no ability or to make it through all the bad times. One smile erases a
disability. I bought them both baseball gloves; I think when they hundred tantrums.
were one or two years old. I’ve taught baseball and tennis all my

17
mickianne
bradshaw ickianne Bradshaw learned her son James’ diagnosis

M when he was two years old and she was pregnant with
her second child. In the beginning, she knew very
little about autism. In time, Mickianne developed her own
understanding and acceptance of James and his high
functioning autism. She came to the realization that autism does
not define who James is—first and foremost, he is her
beautiful boy.
 Learning to love
unconditionally…
All I knew of autism was rocking and flapping and sitting in the
corner. I read an article in either Time or Newsweek that said
autistic children look at their parents as if they’re “flesh-covered
bags.” That’s how they referred to it, and that’s what I thought—
and it was devastating. I remember sitting next to his little
toddler bed and crying while he slept. It was like I was mourning
the loss of the child I knew, and that went on for a while, and
eventually, over time, I realized he was still the same.
James was still the same beautiful boy he had been before they
told me he was autistic. Nothing had changed except for how I
looked at him, and I had to fix that. As time goes on, you do. You
realize you just have to roll with it. Now that I know who he is,
it’s nothing like what they said in the books—absolutely nothing
like that. I can’t imagine him any other way, honestly. He is who
he is.
I had read that children with autism couldn’t bond with their
mothers; that if I left the room, he wouldn’t care, as if I was just
another object like a block. That was very scary, but it turned out
to be far from the truth. He’s a cuddly lovable child; he bonds
with me. The main thing was that I wanted a relationship with
my child.
We’re very close; I’m very close to both of my children. I just
grew with James. As I learned more, I let go of the “have to cure,
have to make him better, have to make him like all the other
kids.” I started to embrace his odd behavior. There’s so much
push to make them normal, to put the square peg in the round
hole; I don’t think they belong there. For me, I know my son
doesn’t belong there.
If he wasn’t doing as well as he is, I don’t know how I would
feel. Because this is an ongoing process: as he grows and I
become more comfortable with who he is, as he continues to be
successful at school and in the community—and he has friends
now—I’m feeling more comfortable with who he is. This doesn’t
mean I’m leaving it here and stopping, or that we’re not going
to grow anymore. We are still working. He’s still a kid—we have
to fight to do his homework or make him participate in events.
I think my definition of success is a lot different than it used to

19
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 be. There are things that still break my heart: when he talks
about driving—and he talks about driving all the time—and
what kind of car he’s going to get. I don’t know if he’s going to
drive. And that’s a hard one to deal with, because that’s his
mission in life, right now at age eleven. For me, success for him
is living on his own and having a job. I think he wants that too,
and that’s success.
You have to let go of the dreams you had when your child was
first born. You have to accept who they are, and it makes you
accept a lot of other things in life. I’m much more patient with
people. The things that were important before, the material
things, you realize how unimportant they are. It opens your
heart to learning to love unconditionally.

21
22
dr. anila
guruji r. Anila Guruji and her late husband Dinesh, an

D engineer, had always planned for their children to be

highly educated and to excel in their chosen
professions. They take great pride in both of their children,
Neha and Anand, who have accomplished so much, each in his
and her own way. They recognized that success is measured with
different yardsticks and that Anand’s achievements are truly
remarkable. Anila is very proud of the fact that Anand, who has
autism, is now attending community college.
 There is no shame…
I knew that something was wrong with Anand. Every single
physician I took him to said that there is nothing wrong with this
kid. They even gave me the example that Einstein didn’t speak
until age six and a half. So why worry? But as a mother, I knew
that something was going on—something was wrong.
When I received the diagnosis, I got the strength to carry on
with it. It’s extremely difficult to find out that your child has
autism. Will he be lower functioning or higher functioning? Will
he be able to go through his life in a routine way or not? And will
he be self-sufficient or not? How will this affect my other child,
who’s only three and a half years older? I wasn’t sure what was
going to happen.
I had to explain to my husband that we didn’t have a normal
life now. Our life has changed. Our world is to help this child
learn to be self-sufficient, to fit into society. And we have to do
all those things to make sure that we can take care of him. So
that’s what we did.
At home he was upset, screaming and yelling. He was
physically violent. He didn’t understand what was going on. He
didn’t think that I was his Mom. I would say to myself, “I don’t
know how I’m going to handle him when he grows older. He’s a
big kid, I’m a small mother. He’s five feet five, 200 pounds plus.”
But I always kept faith. I always fought for everything. I never
took no for an answer.
Now he’s a young adult, he has lots of energy, he’s holding a
job and he goes out into the community. I ask him every day,
“What do you do?” He tells me exactly what he does. Everybody
loves him at work; the Cambridge Farm people where he works
called to tell me that they want to give him a full-time job. It’s an
amazing story, but he hasn’t had a tantrum for the past five
years. Five or six years ago, I didn’t think that this would be
possible for Anand. When he got his job at Cambridge Farms, it
was the happiest moment for me.
I don’t expect Anand to be genius or become a pharmacist or
doctor. There is no shame in any kind of work that he does.
Many friends and family members have asked me, “Why do you
let him work in a place where he scrubs the floor?” I have no
problem with it; there is no shame in doing any work. He doesn’t

24
have to work, but I want him to. I want him to be self-sufficient If any other parent is reading this, I want to say never give up
and support himself as much as he can. My goal has always been on your child. You always have to struggle, but just keep on
to make him the best he can be. going. The strength will be there with you.

25
Exploring the Variety of Random
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does not stop the leakage the valve should be taken out for
inspection.
If the horizontal valve and sleeves are taken out at any time,
great care must be taken in replacing them to use the same
thickness of jointing material as before or the distance the valve
opens will be altered.
See that the pipe from the pump to the vaporizer valve box is
inclined upward all the way from the pump. If this is not so, an air
pocket will be formed in which a certain amount of air will be
compressed upon each stroke of the pump. This will cause the oil to
flow in slowly and not suddenly as it should. If the oil tank be
emptied of oil at any time, air will get into the suction and delivery
pipes of the pump and it will take some time before the oil going
through the pump and pipes will be free of this air; for awhile
thereafter, the engine will not work properly, as the air, by being
compressed as the pump works, will interfere with oil being pumped
in suddenly. It is best, if the oil gets below the filter in the tank, to
work the pump by hand for about 10 minutes, holding the relief
valve (on the vaporizer box) so as to get air well out of the pipes.
To stop the engine.—Turn the crutch-handle regulator to
“Shut.” Close the automatic lubricator. If it is desired to stop the
engine for a short time only, put the lamp back under the vaporizer
to keep it hot.
Setting the oil engine and the generator.—The engine and
generator should be so located that the distance from center to
center of pulleys should be as nearly correct as possible when the
generator is at the middle point of the base rails, so that the proper
tension of the belt may be obtained within the limits of adjustment
allowed by the rails.
The two pulleys should be accurately in line and the belt not too
tight. The generator base should rest on a wooden frame to
separate it from the concrete pier. Both engine and generator should
be held firmly in position by anchor bolts.
 For the generator bearings a quantity of the best dynamo oil is
furnished; the commutator should be clean and smooth, and the
brushes should fit the surface. The commutator should be cleaned
occasionally with a little paraffin on canvas, and the brushes should
be adjusted, so that when running at full load no sparking occurs.
All electrical connections should be firmly made and kept
thoroughly clean. A cover should be kept on the generator when not
in use. If the machine be damp it should be allowed to dry before
running at full load.
Note.—A few new installations have been supplied
with 5-kw. gasoline electric sets, and future
installations will be similarly equipped. Wherever
installed, pamphlets on the care and operation of the
gasoline sets have been furnished, containing full
instructions for the guidance of those concerned.
 APPENDIX NO. 3.
THE STORAGE BATTERY.

(See pamphlets issued by the Electric Storage

Battery Co., Philadelphia, Pa., on General Instructions
for the Operation and Care of the Chloride
Accumulator.)
Unpacking material.—Great care should be taken in the
unpacking and subsequent handling of the various parts of the
battery, as many of them are easily broken or bent out of shape by
rough handling.
Open the crates or packing boxes on the side marked “Up” and
carefully lift contents out; never slide them out by turning the crate
on its side.
Upon opening the crates and boxes, carefully count the contents
of each package, and check with the shipping list. A number of small
parts will usually be found in each shipment, and care should be
taken to examine the packing materials to determine that no parts
have been overlooked.
Immediately upon opening the crates the materials should be
carefully examined for breakage. Cracked jars, whether of glass or
rubber, should not be set up, for if put into use leakage of electrolyte
may cause annoyance or trouble.
Location of battery room.—The proper location of the battery
is important. It should be in a separate room, which should be well
ventilated, dry, and of moderate temperature. Extremes of
temperature affect the proper working of a battery. The air should
be dry, for if damp there is danger of leakage due to grounds.
 The ventilation should be free, not only to insure dryness, but to
prevent chance of an explosion, as the gases given off during charge
form an explosive mixture if confined. For this reason never bring an
exposed flame near the battery when it is gassing.
Direct sunlight should not fall on the cells.
The trays, the benches on which the cells rest, and all metal
work (iron and copper) should be painted with asphaltum varnish.
Assembling and placing cells in position.—Place the jars,
after they have been cleaned, in position on the stands, which
should be provided for the purpose and which should be so situated
in the room that each cell will be easily accessible. The jars are set
in the trays, which previously should be filled with fine dry sand even
with the top, the trays resting on the glass insulators.
Place the elements as they come from the packing cases on a
convenient stand or table (the elements are packed positive and
negative plates together; the positive has plates of a brownish color,
the negative of a light gray—the negative always has one more plate
than the positive), cut the strings that bind them together, and
carefully pull the positive and negative groups apart, throwing the
packing aside. After carefully looking over both groups and removing
any dirt or other foreign matter, assemble them, with separators
between each positive and negative plate.
When putting into the jars be careful that the direction of the
lugs is relatively the same in each case, thus causing a positive lug
of one cell always to connect with a negative of the adjoining one,
and vice versa. This insures the proper polarity throughout the
battery, bringing a positive lug at one free end and a negative at the
other.
Before bolting or clamping the lugs together, they should be well
scraped at the point of contact to insure good conductivity and low
resistance of the circuit; this should be done before the elements are
taken apart and directly after unpacking, if the battery is to be set
up at once. The connections should be gone over and tightened
several times after the lugs are first fastened together to insure good
contact.
Connecting up the charging circuit.—Before putting the
electrolyte into the cells, the circuits connecting the battery with the
charging source must be complete, care being taken to have the
positive pole of the charging source connected with the positive end
of the battery.
Electrolyte.—The electrolyte is dilute sulphuric acid of a specific
gravity of 1.210 or 25° Baumé, as shown on the hydrometer at
temperature of 70° F.
The electrolyte should cover the top of the plates by one-half
inch to three-fourths inch, and must be cool when poured into the
cells. The jars should be numbered with asphaltum varnish and a
line made with the same material to indicate the height at which the
electrolyte should be kept.
Initial charge.—The charge should be started at the normal
rate as soon as the electrolyte is in the cells and continued at the
same rate, provided the temperature of the electrolyte is well below
100° F., until there is no further rise or increase in either the voltage
or specific gravity over a period of 10 hours, and gas is being given
off freely from all the plates. Also, the color of the positive plates
should be a dark brown or chocolate and that of the negatives a
light neutral gray. The temperature of the electrolyte should be
closely watched and, if it approaches 100° F., the charging rate must
be reduced or the charge stopped entirely until the temperature
stops rising. From 45 to 55 hours at the normal rate will be required
to complete the charge; but if the rate is less, the time will be
proportionately increased. The specific gravity will fall rapidly after
the electrolyte is added to the cells, and may continue to fall for
some time after charging begins. It will finally rise as the charge
progresses, until it is again up to 1.210 or possibly slightly higher.
The voltage for each cell at the end of charge will be between 2.5
and 2.7 volts, and for this reason a fixed or definite voltage should
not be aimed for. It is of the utmost importance that this charge be
complete in every respect.
At the end of the first charge it is well to discharge the battery
about one-half and then immediately recharge it. Repeat this
treatment two or three times and the battery will be in proper
working condition.
After the completion of a charge (initial or with the battery in
regular service) and the current off, the voltage will fall immediately
to about 2.20 volts per cell, and then to 2 volts when the discharge
is started. If the discharge is not begun at once, then the pressure
will fall quite rapidly to about 2.05 volts per cell, and there remain
while the battery is on open circuit.
Battery in regular service.—A battery must not be repeatedly
overcharged, undercharged, overdischarged or allowed to stand
completely discharged. After the initial charge is completed, the
battery is ready to be put into regular service.
A cell should be selected as a “pilot cell”; that is, one that is in
good condition and representative of the general condition of the
battery. The height of the electrolyte in this cell must be kept
constant by adding a small quantity of water each day. This cell is to
be used particularly in following the charge and indicating when it
should be stopped.
When the battery is in regular service, the discharge should not
be carried below 1.75 volts per cell at full load. Standing completely
discharged will cause permanent injury; therefore the battery should
be immediately recharged after a heavy discharge.
In usual service, with the normal rate, it is advisable to stop the
discharge at 1.90 volts per cell. If the discharge rate is considerably
less than normal, the voltage should not be allowed to fall as low as
1.90 volts per cell, for the reason that with a very low rate of
discharge the voltage will not begin to fall off until the limit of
capacity is almost reached. The fall in specific gravity of the
electrolyte also serves as an indication of the amount taken out and
is in direct proportion to the ampere-hour discharge, thereby
differing from the drop in voltage, which varies irregularly for
different rates and degrees of discharge. For this reason, under
ordinary conditions, the fall in specific gravity is to be preferred in
determining the amount of discharge.
The actual amount of variation in the specific gravity of the
electrolyte between a condition of full charge and a complete
discharge is dependent upon the quantity of solution in the
containing vessel compared with the bulk of the plates. When cells
are equipped with the full number of plates, the range will be about
35 points (0.035 sp. gr.); for instance, if the maximum specific
gravity reached on the preceding overcharge is 1.209, the extreme
limit beyond which the discharge should not be carried is about
1.174. If the cells have less than the full number of plates, this
range in specific gravity is proportionately reduced, except in the
case of the “pilot cell,” which should be equipped with a device for
displacing the excess electrolyte.
The available capacity is temporarily reduced at low
temperatures; with a return to normal temperature the capacity is
regained.
The battery should preferably be charged at the normal rate. It is
important that it should be sufficiently charged, but the charge
should not be repeatedly continued beyond that point. Both from the
standpoint of efficiency and life of the plates the best practice is the
method which embraces what may be called a regular charge, to be
given when the battery is from one-half to two-thirds discharged,
and an overcharge to be given weekly if it is necessary to charge
daily, or once every two weeks if the regular charge is not given so
often.
The regular charge should be continued until the specific gravity
of the pilot cells has risen to within five points of the maximum, as
shown on the last previous overcharge. For example, if on the
previous overcharge the maximum is 1.210, then on the following
regular charges the current should be cut off when the specific
gravity of the pilot cell reaches 1.205. The pilot cell method of noting
the end of charge should not be used with a battery unless all the
cells are approximately in the same condition. With an old battery
whose plates are not uniform, readings should be taken on each cell
to determine the end of charge.
The overcharge should be prolonged until all the cells gas freely
and until no rise in the specific gravity and voltage of the pilot cell is
shown for five successive 15-minute readings.
Just before the overcharge the cells should be carefully examined
to see that they are free from short circuits. If any short circuits are
found they should be removed with a stick or a piece of hard rubber;
do not use metal.
As the temperature affects the specific gravity this must be
considered and correction made for any change of temperature. The
temperature correction is one point (0.001 sp. g.) for 3 degrees
change in temperature. For instance, electrolyte, which is 1.210 at
70°, will be 1.213 at 61° and 1.207 at 79°.
Inspection.—In order that the battery may continue in the best
condition it is essential that specific gravity and voltage readings be
taken on all cells in the battery at least once a week; the specific
gravity readings on the day before the overcharge and the voltage
reading near the end; the voltage readings must always be taken
when the current is flowing, open circuit readings being of no value.
Also, at the end of each charge it should be noted that all of the
cells are gassing moderately and at the end of the overcharge very
freely.
Unevenness of cells; cause and remedy.—If any of the cells
should read low at either time and do not gas freely with the others
at the end of charge, examine them carefully for pieces of scale or
foreign matter which may have lodged between the plates. If any
are noted, remove them by pushing down into the bottom of the jar
with a strip of wood. Never use metal of any kind for this purpose.
 If, after the cause of the trouble has been removed, the readings
do not come up at the end of the overcharge, then the cell must be
cut out of circuit on the discharge, to be cut in again just before
beginning the next charge, during which it should come up all right.
Impurities in the electrolyte will cause a cell to work irregularly
and the plates to deteriorate. Should it be known that any impurity
has gotten into the electrolyte, steps should be taken to remove it at
once. The solution should be replaced with new immediately,
thoroughly flushing the cell with water before putting in the new
electrolyte. The change should be made when the battery is
discharged, for the impurities will be in the electrolyte when the
battery is discharged. Immediately after the change the cell should
be charged. If in doubt as to whether the electrolyte contains
impurities, a half-pint sample, taken at the end of discharge, should
be submitted for test.
Sediment.—The accumulation of sediment in the bottom of the
jars must be watched and not allowed under any circumstances to
get up to the plates; if this occurs, rapid deterioration will result. To
remove the sediment, the simplest way, if the cells are small, is to
lift the elements out after the battery has been fully charged, draw
off the electrolyte, and then dump the sediment, and clean the jar
with water, getting the elements back and covered with electrolyte
again as quickly as possible, so that there will be no chance of the
plates drying out. Electrolyte, not water, will be required to complete
the filling of the cells, the specific gravity being adjusted to standard
(1.210 at the end of charge).
Evaporation.—Do not allow the surface of the electrolyte to get
down to the top of the plates; keep it at its proper level (one-half
inch to three-fourths inch above the top of the plates) by the
addition of pure water, which should be added at the beginning of a
charge, preferably the overcharge. It will not be necessary to add
electrolyte except at long intervals or when cleaning, as noted
above. Electrolyte added to replace loss should be of specific gravity
1.210.
 Battery used but occasionally.—If the battery is to be used at
infrequent periods, it should be given a “freshening” charge every
two weeks.
Putting the battery out of commission.—If it is thought best
to put the battery out of commission for a time, then it must be
treated as follows: After thoroughly charging, syphon off the
electrolyte (which may be used again) into convenient receptacles,
preferably carboys which have been previously cleaned and have
never been used for other kinds of acid, and as each cell becomes
empty immediately fill it with fresh, pure water. When water is in all
the cells allow them to stand 12 to 15 hours, then draw off the
water; the battery may then stand without further attention until it is
again to be put into service; then proceed as in the case of the initial
charge, as described above.
If for any reason any cell becomes discharged before the others,
it should be cut out on discharge and worked up to normal before
being used.
Should the battery sulphate, charge and discharge frequently, not
using less than one-half normal rate at any time and increasing to
full rate as the plates show signs of recuperation; keep the
temperature of the cells below 100° F. Frequent exercise will clear
the plates in a badly sulphated battery.
Keep careful records of all charging voltages, specific gravities,
and troubles with the cells.
The following is a recapitulation of the important points in
operating a storage battery:

CONDENSED INSTRUCTIONS.
1. Excessive charging must be avoided. A battery
should not be undercharged, overdischarged, or
allowed to stand completely discharged.
 2. Keep the electrolyte at the proper height above
the top of the plates.
3. The daily and weekly readings should be
regularly and accurately taken and recorded.
4. Inspect each cell of the battery carefully at
regular intervals.
5. If any low cells develop do not delay in bringing
them back to condition.
6. Do not allow the sediment to get up to the
plates.
7. Do not allow impurities, either solid or liquid, to
get into or remain in the cells.
8. Have the battery room well ventilated, especially
while charging.
9. Never bring an exposed flame into the battery
room during or shortly after the gassing period of a
charge.
10. Keep the floor and other parts of the battery
room clean and dry.
11. Keep the iron, copper, or other metal work
about the battery room free from corrosion.
12. Keep all connections clean and tight.
13. Post a copy of these condensed instructions in
a conspicuous place.
 APPENDIX NO. 4.
SUBMARINE MINE CABLE.

Submarine mine cable is shipped on reels having an outer

sheathing for protection in transit, with at least 12 feet of both ends
of the cable brought out and coiled on the head of the reel for test
purposes. If the cable is not for immediate use, it should be moved
to the cable tank, and by means of the overhead trolley and cable
tongs put in its position in the tank, the two ends being properly
tagged and firmly fixed so as to allow it to be tested. In arranging
the multiple cable in the tanks that which is to be used first should
be most readily accessible.
The cable tank should be provided with a cover to keep it clean,
as well as to lessen as much as possible variations of temperature.
Enough clean water to cover by several inches the outer sheathing
of the cable reels should be kept in the tanks, but in climates where
the water in the cable tanks would normally freeze to a depth
exceeding 2 feet, the water should be let out of the tanks before ice
begins to form and not again admitted until the following spring. In
localities where the tanks may become a breeding place for
mosquitoes, as a preventive measure, salt water from the ocean or
bay should, when practicable, be used for filling the tanks, or where
it is necessary to use fresh water sufficient salt should be added to
produce a 3 per cent solution. No oil or kerosene should be used in
the tanks.
The methods of recording tests and of classifying and
transferring submarine mine cable are prescribed by orders from the
War Department. The tests of submarine mine cable at posts will
consist in determining the insulation and conductor resistances.
 The insulation surrounding the conductor of a cable is supposed
to be uniform in regard to quality of material, density, and thickness.
The resistance which it offers to the passage of a current through it
will then vary inversely with its length. In comparison the insulation
resistance of 1 mile of cable is taken as the standard. This insulation
has a large negative temperature coefficient; that is, an increase of
temperature lowers its resistance. It is customary to reduce all
insulation resistance to that at a standard temperature of 60° F., and
for this purpose reduction factors applicable to the particular
insulation compound should be furnished with the cable. (Note: It
has been found that for most compounds, if the logarithms of the
resistance are plotted as ordinates against the temperature in
degrees F. as abscissæ, the resulting curve will be very nearly a
straight line.)
The ordinary methods of measuring resistance—that is, by means
of a Wheatstone bridge, or by fall of potential, or by voltmeter—can
not be used in measuring resistance as high as that of the insulation
of a submarine cable. For this the direct deflection method is
employed.
In brief, this consists of the following steps:
First. The deflection produced in a galvanometer by a current
from a battery through a known resistance, usually 100,000 ohms, is
determined, whence is calculated the resistance through which this
same battery would produce a deflection of one point using the unity
shunt. This is expressed in megohms and is called the galvanometer
“constant” under the conditions.
Second. The deflection produced by the current from the same
battery through the insulation of the cable is determined, whence,
from “First,” the corresponding number of megohms is calculated.
Third. This multiplied by the length of the cable in miles and
corrected for temperature gives the required insulation resistance
per mile.
 This testing can be made most satisfactorily on dry days, but a
close adherence to the instructions herein given relative to the
preparation of the cable ends, the insulation of the cable lead and of
the battery, and the drying out of the test room and instruments
should enable satisfactory work to be done under adverse conditions
of weather or climate. The following apparatus is required:
Reflecting galvanometer, universal shunt, special testing key,
100,000-ohm resistance box, battery of dry cells giving
approximately 100 volts, and stop watch.
Figure 16 shows diagrammatically the arrangement of the
apparatus for testing a reel of cable. As a rule the instruments
should be so placed that one person may manipulate the key and
the shunt while at the same time observing the galvanometer.
The 100,000-ohm box, as a protection to the galvanometer in
testing, is always kept in the circuit and its value should be
subtracted from the resistance determined, except in the case of
high insulation resistance when it will not be necessary to make the
subtraction.
The universal shunt is always employed with the galvanometer
and is used both to vary the current through the latter and to
protect it from a violent throw at the instant of making or breaking
the circuit at the testing key. This last is accomplished by having the
shunt on zero at such times.
The galvanometer being a very sensitive instrument must be
solidly supported so as to be free from jars or vibrations.
The special testing key, shown diagrammatically in the figure, has
its binding posts plainly marked. It is a double-throw key and has
two positions upon each side. When completely closed to the right,
the cable is charged through the galvanometer from the positive
pole; when to the left, from the negative pole of the battery. In each
case the deflection of the galvanometer is in the same direction.
When partly closed on either side, the cable is discharged to earth
through the galvanometer. (Note: It will be observed that the
connections are such that the galvanometer is always connected to
the cable core and never to the ground. With this connection, so
long as the lead PX is free from leaks or grounds, the galvanometer
measures only the current actually passing through the core and not
that leaking through any imperfect insulation in the battery and
leads.)
Cable testing is a very simple operation, but extreme care is
necessary in all operations.

FIG. 16.—CABLE TESTING.

The following is a detailed description:

I. Preparing the cable for testing.—1. Closely examine each
conductor end. Look particularly for unusually hard or brittle
insulation and for torn, pinched, or punctured insulation, especially
near the ends of the armor wires. If any of the ends are not in
perfect condition, cut off enough cable to secure good ends.
(Caution.—Do not cut off more than enough to secure good ends,
for after three or four tests it may be necessary to unreel the whole
cable to secure enough of the inner end above water.)
2. Verify the tagging. Remember that the “shore end” is the end
from the outer coils on the reel and is numbered clockwise. The
other end is numbered contraclockwise.
3. The “ground” should be made by taking several turns of bare
copper wire around the armor of the cable to be tested and
soldering them in position. One such ground in each tank is
sufficient. Whenever “ground” or “earth” is subsequently spoken of,
this ground in the tank is meant, and not a connection to ground at
some point outside the tank.
4. The leads PX and BY (fig. 16) should be of loading or other
heavily insulated wire. They must be carefully insulated from each
other, from the ground, and from the walls or other parts of
buildings. This is especially true of the cable lead PX. In damp
weather porcelain-knob insulators and porcelain tubes (the latter for
use in passing through walls or partitions) may not be sufficient to
afford proper insulation for the cable lead. In such case the latter
should be suspended in the air from the testing switch to the cable
tank by means of several chains of paraffined porcelain insulators
suspended by marline or protective tape which has been boiled in
paraffin. These suspensions should be in each case under cover and
should be kept as dry as possible. The length of the leads is
immaterial. If loading wire is used, the distance between supports
should be short (not over 50 feet), as this wire stretches
considerably from its own weight, pulling out the insulation and
giving a very thin wall, particularly at points of support. Extreme
care should be taken to tighten up on the knob insulators, in case
they are used, just enough to hold the wire without pinching the
insulation.
 5. Using a double connector, join the lead BY to the ground wire
on the cable above the surface of the water. Put a connector on the
end of the other lead so that it can be readily attached in turn to
each conductor.
6. Any protective covering, such as armor, jute, etc., should be
removed from the ends of the conductors for a distance of about 12
inches, thus laying the insulation coating bare. This latter should not
be handled and must be kept scrupulously clean. With a clean dry
knife prepare each conductor of the cable to be tested by cutting off
about 1 inch of the insulation from each end of the wire and then
tapering the end of the insulation for about 1 inch, leaving a
perfectly clean surface. In damp weather dip each end of each
conductor into melted paraffin (not boiling, but heated above 212°
F.). Secure one end of the cable so that it is well separated from the
surrounding objects and separate the conductors so that no ends are
touching.
7. Take one strand of a loading wire about 4 feet long and wrap it
two or three times around the projecting copper end of each
conductor at the other end of the cable, then connect it to earth.
See that the conductors at this end are dry. Leave the lead PX
disconnected and suspended in the air.
II. Setting up the testing apparatus.—1. Select a light, dry
room as near the cable tank as practicable.
2. Use dry cells for the battery. The voltage of the battery should
be such as to give a full scale deflection of the galvanometer
through the resistance employed for taking the constant (with shunt
at ¹/₁₀₀₀). Large galvanometer throws are essential for reliable
results.
Set up the cells on shelves in a small closed closet or box, with
narrow strips of wood or heavy cardboard laid between each row of
cells, lengthwise and crosswise. The height of each strip should be
about half the height of a cell, so that the two layers of strips will
come nearly to the tops of the cells and keep them well separated.
Wire the cells in series and bring the terminals out to a double-pole
single-throw switch, which should be on a heavy porcelain or slate
base and rated for at least 250 volts. (It may be found desirable to
install some electric lamps in the closet to keep the battery dry.)
If difficulty is experienced in eliminating grounds from the battery
set up in this manner, the battery box should be suspended in air by
means of chains of paraffined cleats.
3. Set up the galvanometer on a pier or on a window sill if the
building is of masonry. It should be insulated by placing its feet on a
slate or ebonite slab, or in glass insulators. Remove the cover. Adjust
the level until the suspended coil hangs freely. Maneuver the
suspended coil, by means of the knob at the top of the tube, until its
face is parallel with the face of the instrument. Then adjust the level
until the upper suspension hangs in the center of the supporting
tube, and the air gap between the coil and armature is symmetrical.
Replace the cover. Put on the scale and the telescope. Turn the
mirror so that it reflects the 0 of the scale approximately, getting
exact adjustment by moving the scale. Be careful (particularly in dry
weather) not to touch the glass of the cover or to do anything which
will produce a static charge on the glass.
The galvanometer scales are usually graduated in equal divisions
corresponding to 1 millimeter on the circumference of a circle whose
radius is 1 meter. Each tenth division is usually marked with a
number. This number is sometimes 1 instead of 10, 2 instead of 20,
and so on. The number of divisions to read and record is the number
of smallest (millimeter) divisions. Do not try to read closer than ½ of
one division. The larger the throw the less the personal error. No
accurate conclusion can be drawn from a very small throw.
4. Place a table or low shelf conveniently to one side and place
the shunt, the testing key, the ⅒ megohm box, and a voltmeter on
it. The apparatus should be insulated by an ebonite or slate slab, or
glass insulators. Fasten the shunt and the key securely to the table
or the shelf. (The use of paraffin paper for insulating instruments is a
makeshift at best. It soon gets soiled and creased, then it has to be
replaced.)
The use of lamps to keep the apparatus dry may be desirable, or
it may be found convenient to expose the apparatus to the sun for a
few minutes before beginning the test on any day. The use in the
testing room of a small stove or of a gasoline torch for two or three
hours before the beginning of the testing will ordinarily prove very
advantageous.
5. Wire up as in figure 16, except that the leads from the testing
key should be carried to the battery through the double-pole single-
throw switch above referred to. (The battery switch should be
opened whenever any connections are made or altered.) All leads
used in connecting up the instruments should be of heavy copper,
and stiff enough to hold permanently any shape to which they are
bent. They should be supported at points of connection only, and
should not lie on the table or within an inch of each other.
III. Testing the insulation of the apparatus.—1. Voltmeter
test of battery insulation.—This is a rough test, but should be
included. A serious ground can be much more quickly located with a
voltmeter than with the galvanometer.
(a) Disconnect the battery leads at the battery switch; connect +
lead of battery to + post of the voltmeter; connect the B end of the
lead BY to - post of the voltmeter; - lead of the battery should be in
the air. Close the voltmeter switch and read.
(b) Disconnect the voltmeter. Connect - lead of the battery to -
post of the voltmeter. Connect the B end of the lead BY to + post of
the voltmeter; + lead of the battery should be in the air. Close the
voltmeter switch and read.
If any deflection is obtained in either case, the battery or its
connections are grounded. Locate and remove the ground. (See
Foster or some other practical handbook.)
2. Testing the battery voltage.—Connect the voltmeter across the
battery terminals. Read and record the voltage. (If there is no
voltmeter available which will read as high as the battery voltage,
take the voltage of the battery in sections and add, or make a
multiplier of one of the resistance coils in the ⅒ megohm box.)
3. Testing the battery and the apparatus for grounds with the
galvanometer.—With a camel’s-hair brush go over all the instruments
and carefully remove dust. See that the instruments and connections
are dry. Do not blow on the instruments.
Open the battery switch. Connect the battery leads to the battery
switch. Disconnect lead PX at P and connect the earth leads BY and
EY to the key at “cable post.” (Y is grounded.) Both battery leads are
left connected to the key. The shunt should be on 0. Close the
battery switch. Close the testing key to the right. Turn the shunt
gradually to the unity post. The galvanometer deflection should be
zero. Turn the shunt to 0. Reverse the testing key. Turn the shunt to
the unity post. The deflection should be zero. If any deflection is
obtained, there is a ground in the battery, the apparatus, or the
connections. The test of the cable should not proceed if a deflection
is obtained in either position of the key.
In reporting the voltage + to earth and - to earth as “zero” on
form, it will be understood that this means zero using the
galvanometer, as herein described.
4. Insulation of leads.—Turn the shunt to 0. Open the battery
switch. Connect the earth leads BY and EY to their proper posts.
Connect the cable lead, PX, to “cable” post. See that the cable tank
ends of the lead PX is disconnected at X and suspended in the air.
Close the battery switch. Close the key and turn the shunt to the
unity post. Deflections should be as small as possible and in any
case must be steady and uniform for several trials. Turn the shunt to
0. Reverse the key, stopping at the discharge position. Turn the
shunt to the unity post and wait until the galvanometer rests at 0,
indicating that the leads are discharged. Turn the shunt to 0. Close
the key all the way down. Turn the shunt to the unity post. The
deflection should not differ materially from that noted above. If
there is a deflection, the trouble is in the lead PX or its connections.
Go over these, carefully examining for dust and moisture and noting
particularly the proximity of all wires of opposite potential which
cross or lie near each other. If there is a small deflection which can
not be removed, a correction must be applied subsequently to the
deflection obtained in the test for the insulation resistance of the
conductor.
Using proper care, there are very few days when perfect
insulation of the instruments can not be secured. The lead leakage
with well-insulated wire put up properly will be noticed rarely.
5. Use of Price guard-wire.—As an additional precaution against
surface leakage across the insulation at the ends of the conductor it
will sometimes be advisable to install an additional lead (not
necessarily as carefully insulated as PX) running from the testing
switch to the cable under test. This lead should be connected in at
the testing switch to the post carrying the lower blade between “D”
and “C” (fig. 16); the tank end should be bare of insulation for a
sufficient distance to enable the bare wire to be wrapped firmly,
without pinching, around the insulation at each end of the particular
conductor under test, just below the tapered portion.
The potential difference between the cable core and this guard-
wire is thus made practically nil, so that any leakage will be from the
guard-wire to the tank, consequently this leakage will not be
measured by the galvanometer.
IV. Take the galvanometer constant as follows: Open the
battery switch.
With a short piece of wire connect the hinge post of the testing
key marked “cable” to either “earth” post of the key, the leads to the
cable tank being disconnected at E, B, and P. Turn the shunt to 0.
Examine the ⅒ megohm box and see that all the resistance coils
are in the circuit. Close the battery switch and the testing key. Turn
the shunt to the ¹/₁₀₀₀ post. Watch the swing of the galvanometer
and when it has come to rest, read and record. Turn the shunt to 0.
The galvanometer should return exactly to 0. If it does not, readjust
and repeat until it does. The galvanometer constant is numerically
equal to the total throw in smallest divisions of the scale multiplied
by 100. Remove the connecting wire and replace the leads to the
tank.
If at any subsequent time during the test the galvanometer
adjustment is disturbed—that is, if it does not return accurately to
zero when the shunt is at 0—the constant should be redetermined.
Testing the cable.—1. See that the testing key is open and the
shunt at 0. Connect the earth lead to ground on the cable armor.
Remove the earth connection from No. 1 conductor and connect the
cable lead to this conductor; in wet weather the connector joint
should be dipped in melted paraffin. (In using paraffin to insulate
joints or ends bring it just above 212° F. to evaporate any moisture
present. It should not be boiling. The paraffin coating should be at
least as thick as the rubber insulation and extend back over the
rubber for an inch or more.)
2. Close the testing key to the left (+ to earth), stopping at the
discharge position, and turn the shunt to the unity post. There
should be no deflection. If there is, it is due either to a charge on
the cable, which will disappear after a moment, or to earth currents.
(It is assumed that the testing apparatus has been thoroughly tested
for insulation.) If due to earth currents, the conductor is probably a
poor one. Earth currents are readily recognizable by their fluctuating
character. Before assuming that the trouble can not be removed, the
joint between the lead and the conductor should be examined again.
Moisture on the cable end will give a path for earth currents. Note
the value and direction of the throw of the galvanometer and record
it.
3. Turn the shunt to 0, close the testing key all the way down (+
to earth), noting the time to the second, or starting the stop watch
at the same time, if one is available. The time must be accurately
noted. The insulation resistance at the end of one minute’s
electrification is the resistance to be reported.
 4. When 35 seconds have elapsed, turn the shunt to the ¹/₁₀₀₀-
post and watch the galvanometer throw; if small, move the shunt
successively to the ¹/₁₀₀-post, to the ¹/₁₀-post, and to the unity
post. This operation must be completed before 45 seconds have
elapsed from the time the key was closed. With good cable the unity
post will always be reached without danger of throwing the
galvanometer reading off the scale. Remember that each successive
post should give 10 times the throw of the preceding post.
5. At the end of one minute read the deflection, correct for the
leakage of the leads and the earth currents, and record. (See
example following.)
6. At the end of two minutes read the deflection, correct and
record it. For good cable it should be less than the deflection
observed at the end of one minute.
7. Turn the shunt to 0, and reverse the key, stopping at the
discharge position. Turn the shunt on gradually until the unity post is
reached and wait until the reading is 0, indicating that the conductor
is discharged. If earth currents are present, 0 will not be reached or
will be passed. In this case proceed as before described. A
submarine mine cable conductor a mile long will discharge ordinarily
in about three minutes.
8. Turn the shunt to 0, stop and start the stop watch; at the
same time close the key all the way down (- to earth).
9. After 35 seconds, start turning the shunt, ceasing at 45
seconds. (See paragraph 4, above.)
10. At the end of one minute read the deflection, correct and
record it. For good cable it should be substantially the same as the
deflection observed at the end of one minute with + of the battery
to earth.
11. Turn the shunt to 0, and reverse the key, stopping at the
discharge position.
 12. Disconnect No. 2 conductor from ground. Disconnect No. 1
from the lead and connect up No. 2. Connect No. 1 to ground. It is
not necessary to wait for No. 1 to be discharged completely before
disconnecting it.
13. Proceed with No. 2 as with No. 1 and repeat with each
conductor.
14. On the completion of the test all conductor ends should be
carefully taped.
15. To determine the correct value of the insulation resistance it
is essential that the negative pole of the battery be connected to the
core of the cable, otherwise the products of electrolysis will tend to
seal up any fault which may exist and will cause the conductor to
appear better than it really is. With the negative pole of the battery
to the core the tendency is to deposit copper on the core and thus
to lay bare any fault. The insulation resistance of any conductor is
therefore found by multiplying the corrected deflection at the end of
one minute, with + of battery to earth, by the denominator of the
shunt used, and then dividing the galvanometer constant by this
product. The resistance of the ¹/₁₀-megohm box is neglected unless
the insulation resistance determined is very low, say, under 1
megohm, when the 100,000 ohms should be subtracted from the
above quotient.
16. To determine the insulation resistance per mile at 60° F.,
multiply the actual insulation resistance found by the length of the
cable in miles, and this result by the multiplier furnished by the
torpedo depot for the particular make of cable, corresponding to the
temperature of the water in the tank observed during test.
Example.—Leakage of the leads found to be one-half division.
Earth currents found to give 1½ divisions in a negative direction
from 0 of the scale. Galvanometer throw at the end of one minute
(+ to earth), 15 divisions. The corrected deflection is, 15 - ½ + 1½
= 16 divisions.
 The galvanometer constant (450 divisions through ¹/₁₀ megohm,
shunt at ¹/₁₀₀₀), 45,000 megohms. That is, the battery will give ¹/
₁₀ of 450 divisions = 45 through 1 megohm, the shunt at ¹/₁₀₀₀; or,
what is the same thing, one division through 45 megohms, the shunt
at ¹/₁₀₀₀; therefore with the shunt at unity the battery will give one
division through 45 × 1,000 = 45,000 megohms. The insulation
resistances = 45,000 ÷ 16 = 2,813 megohms. If the cable is three-
fourths mile long, the insulation resistance in megohms per mile is
2,813 × ¾ = 2,110 megohms.
Manufacturer, Safety Insulated Wire & Cable Co.
Temperature of water in tank, 80° F.
Multiplier, 1.7056; 2,110 × 1.7056 = 3,599 megohms insulation
resistance per mile at 60° F. This result is recorded on the form.
VI. Copper resistance.—1. The drop of potential method is
quicker than the bridge method under the usual conditions and
should be used if the apparatus is available.
Apparatus required.—(a) Source of power (110 volts D. C.
lighting circuit, casemate battery or generator); (b) a double-pole
single-throw switch to which the power leads are attached; (c) a
bank of ten 110-volt lamps in parallel; (d) a D. C. ammeter of not
more than 0-25 scale; (e) a D. C. voltmeter, 0-150 scale.
Place the lamp bank and the ammeter in one side of the power
line from the switch to the conductor, and the other end of the
conductor to the other side of the power line. Connect the voltmeter
across the ends of the cable so as to measure the drop of potential
between the ends of the conductor being tested. Close the switch,
take simultaneous readings on the voltmeter and the ammeter and
calculate the resistance. With the apparatus described a conductor 1
mile long will receive about 2½ amperes and show a drop of about
50 volts. The lamps are inserted as a safety precaution. In no case
should the current through the conductor exceed 6 amperes. If the
cable has been tested for insulation resistance and all the conductors
show high insulation, the lamps are not necessary, provided the
cable is at least a mile long.
2. The copper resistance found is reduced to that at 60° F. by
multiplying by the coefficient found in the following table with the
temperature of the water in the tank at the time of the test as an
argument:

Reduction of copper resistance to 60° F.

Temperature. δ Temperature. δ
°F. °F.
10 1.1252 55 1.0113
11 1.1224 56 1.0090
12 1.1196 57 1.0068
13 1.1168 58 1.0045
14 1.1141 59 1.0023
15 1.1113 60 1.0000
16 1.1086 61 .9978
17 1.1059 62 .9956
18 1.1032 63 .9933
19 1.1005 64 .9911
20 1.0978 65 .9889
21 1.0952 66 .9867
22 1.0925 67 .9846
23 1.0899 68 .9824
24 1.0873 69 .9802
25 1.0846 70 .9781
26 1.0820 71 .9759
27 1.0794 72 .9738
28 1.0769 73 .9717
29 1.0743 74 .9695
30 1.0717 75 .9674
31 1.0692 76 .9653
32 1.0667 77 .9632
 Reduction of copper resistance to 60° F.

Temperature. δ Temperature. δ
33 1.0641 78 .9611
34 1.0616 79 .9591
35 1.0591 80 .9570
36 1.0566 81 .9549
37 1.0542 82 .9529
38 1.0517 83 .9508
39 1.0492 84 .9488
40 1.0468 85 .9468
41 1.0443 86 .9448
42 1.0419 87 .9428
43 1.0395 88 .9408
44 1.0371 89 .9388
45 1.0347 90 .9368
46 1.0323 91 .9348
47 1.0300 92 .9328
48 1.0276 93 .9308
49 1.0252 94 .9288
50 1.0229 95 .9269
51 1.0206 96 .9250
52 1.0182 97 .9231
53 1.0159 98 .9211
54 1.0136 99 .9192

The true length of a cable should be that of its center conductor.

From the size of the conductor and its copper resistance the
length of the cable may be computed by use of the following wire
table:
Table of resistances of pure copper wire
at 60° F.

Size Dia. in Ohms per

B. & S. mils. 1,000 feet.
1 289 0.11999
2 258 .15130
3 229 .19080
4 204 .24058
5 182 .30338
6 162 .38256
7 144 .48245
8 128 .60831
9 114 .76696
10 102 .96740
11 91 1.21960
12 81 1.5379
13 72 1.9393
14 64 2.4453
15 57 3.0134
16 51 3.8880
17 45 4.9030
18 40 6.1827
19 36 7.8024
20 32 9.8316
21 28.5 12.397
22 25.3 15.625
23 22.6 19.712
24 20.1 24.857
25 17.9 31.343
26 15.9 39.535
27 14.2 49.839
28 12.6 62.848
29 11.3 79.250
 Table of resistances of pure copper wire
at 60° F.

Size Dia. in Ohms per

B. & S. mils. 1,000 feet.
30 10.0 99.932

The objections to the use of a bridge for measuring copper

resistance are the difficulty of eliminating the resistance of the plug
contacts and the time required to secure balance. The resistance of
the plug contacts may often be as high as 20 ohms, particularly if
used at the tank.
If the bridge is used at all, it should be placed in the testing
room, and the same leads employed for testing insulation should be
used. The resistance of these leads should first be determined by
connecting them together and measuring; this resistance is
subtracted from each resistance measured.
VII. General.—The key to success in cable testing is great care
in every detail. The cable now being furnished is all tested with
galvanometers having constants from 200,000 to 250,000 megohms.
It has all been accepted after most careful test. The chances are
that it is good when it arrives at the post, unless it has been
mechanically injured in transit, which should be ascertained by
careful inspection when delivered at the post.
Do not accept a single measurement if it shows low resistance,
but repeat until certain of results. The time between trials on the
same conductor should be as great as practicable. For example:
Measurements showing low resistance made in the morning should
be repeated in the afternoon; those made in the afternoon should be
repeated the next day; the conductor being connected to earth
during the interval between tests.
 APPENDIX NO. 5.
CARE AND PRESERVATION OF

SUBMARINE MINE MATÉRIEL.

Frequent inspections of all articles of submarine mine equipment

should be made, not only to check up the property, but also to
determine the condition of all matériel, and especially to see if it has
been affected by dampness. These inspections should be thorough
and detailed, as only in this manner can there be impressed on
those directly charged with the care of the property the importance
of ventilation, dryness, and the proper use of preservatives.
The generating set, storage battery, motor-generators, casemate
transformers, power panel, and operating boards will be installed in
the mining casemate, and such tools, appliances, and materials as
may be used when this apparatus is in commission will also be kept
there.
The explosive will be kept in the magazines and tested and cared
for in the manner prescribed in Appendix No. 1.
The multiple and single conductor cable will be kept in the cable
tanks as described in Appendix No. 4.
All other articles of equipment will ordinarily be kept in the
storehouse, and a noncommissioned officer will be placed directly in
charge. It shall be his duty to keep the matériel in the best possible
condition, using such details from the submarine mine detachment
from time to time as may be necessary to assist him in this work. He
shall check up all articles taken from the storehouse during practice
and report at the end of the day’s work any shortage in tools or
appliances that he may discover.