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 Trauma-Informed Pedagogies

“Carello and Thompson have created a much-needed reference describing trauma-

informed care for everyone working in higher education. I teach graduate students
as well as undergraduates and never stop being shocked at the extent to which
these young people have already experienced their own trauma and adversity or have
witnessed firsthand the traumatic experiences of loved ones. Anyone who serves as
faculty, administrators, or staff in academic settings must understand what this means
for the ways in which they teach and interact with their students.”
—Sandra L. Bloom, Associate Professor, Health Management and Policy, Drexel
University, USA

“This book is nothing short of a miracle for higher education professionals who
are eager to answer the call for trauma-informed change in a tumultuous world. It
provides thoughtful, evidence-based approaches to light the path ahead, addressing
the seismic shift in college student demographics, the knowledge gained from two
decades of scientific studies into adversity and brain development, and the urgent
need for inclusion and equity in higher education. Each chapter includes innumerable
insights into the challenges higher education faces today. As a whole, this book is
simply indispensable.”
—Karen Oehme, Director, Student Resilience Project, Florida State University, USA,
and Chairperson, Academic Resilience Consortium (ARC)

“This is the book that every teacher needs right now. Thompson and Carello have
crafted a masterful guide to the changing landscape of student stress and anxiety that
is written by leading practitioners in trauma-aware pedagogies. Full of compelling
stories and engaging reflections, this guide is an essential roadmap for the future of
teaching.”
—Leah K. Matthews, Executive Director, Distance Education Accrediting
Commission, USA

“This book is a must read for educators as we embrace the ‘new normal’ in education.
As Carello and Thomson point out, the classroom shouldn’t be only about the
information that we provide to students, but about providing a safe space for students
to grow and to transform. Without this safe space, students may treat their experiences
as burdens that hold them back rather than as opportunities for growth.”
—Dr. Phyllis Okrepkie, President, International Accreditation Council for Business
Education, USA
 Phyllis Thompson · Janice Carello
Editors

Trauma-Informed
Pedagogies
A Guide for Responding to Crisis and Inequality in
Higher Education
Editors
Phyllis Thompson Janice Carello
Women’s, Gender, and Sexuality Studies Department of Social Work
East Tennessee State University Edinboro University
Johnson City, TN, USA Edinboro, PA, USA

ISBN 978-3-030-92704-2 ISBN 978-3-030-92705-9 (eBook)

https://doi.org/10.1007/978-3-030-92705-9

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature
Switzerland AG, part of Springer Nature 2022
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher,
whether the whole or part of the material is concerned, specifically the rights of translation,
reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any
other physical way, and transmission or information storage and retrieval, electronic adaptation,
computer software, or by similar or dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in
this book are believed to be true and accurate at the date of publication. Neither the publisher
nor the authors or the editors give a warranty, expressed or implied, with respect to the material
contained herein or for any errors or omissions that may have been made. The publisher remains
neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Cover credit: estudio Calamar

This Palgrave Macmillan imprint is published by the registered company Springer Nature
Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
 For Momma, Daddy, Barbara, Robin, and David
—Phyllis Thompson

For Eric, Tuesday, Milo, Winter, and Bird, and in memory of Janet and Brad
—Janice Carello
 Foreword

I try to take my vacation every year during the second week in August, the
week of my birthday. It is my designated time to take a break and reconnect
with nature and my family. I strive to make it the one week a year where I
unplug. This year was significant because it was the first birthday without my
mom. My mom passed away on June 16, 2021, quite unexpectedly. I pushed
through the months of June and July, busier than planned with speaking
engagements, facilitation sessions, and trainings. I coped with her loss through
avoidance and by immersing myself in my work; holding space for others felt
healing, while I also recognized that it was a way for me to dissociate. But
when August 8th came and we were scheduled to leave the familiar surround-
ings of our home and venture out to big skies, wide plains, and the ocean,
I had to prepare for the grief work that was inevitably coming and for the
healing that the ocean brings every time I touch the sand. My mom’s passing
reminded me that trauma and the grief that accompanies it hit us in unpre-
dictable waves. The sounds, smells, sights, and felt spiritual energies surprise
us with their appearance. This time around I let it. I did not reach for a tissue
when the waves of grief hit me in the middle of the drive, or when my tears
matched the heavy rain that fell the morning of my birthday August 9th, and
I did not stop calling her name as I sat under the stars and felt her presence
in the night sky. My children saw and felt my loss and that, too, was ok. I
accepted their hugs and held onto them tighter and longer than usual.
August 9th was also the day I received an email from the co-editors of
this book asking me to write this foreword. The email was a beautiful invita-
tion to share space with so many incredible authors and educators who also
are working to disrupt the traditional space of trauma work, all of us using
ourselves, our platforms, and our research to highlight the need for equity-
centered trauma-informed approaches. In addition to the invitation, the email
was flooded with words sharing the impact that my work on incorporating
diversity and inclusion into trauma-informed practice and leadership and my

vii
viii FOREWORD

recent book Incorporating Diversity and Inclusion in Trauma-Informed Social

Work has had on others in and outside of the trauma field and across disci-
plines. I interpreted this invitation as a gift, a gift that validated my higher
order purpose to positively disrupt and build a practice that is centered on
belonging, a practice that moves the focus from individual deficit to the impact
systems of oppression have on the individual, a practice that shares stories and
collective experiences of intergenerational trauma and how that trauma has
laid heavy on generations, often times impacting mental health.
My mom lived a life of intergenerational trauma and was also a healer. I
learned, in the weeks after her passing, of all the work she had done with
communities of color, specifically youth. I also learned more about the impact
she had on young women educators in the K-12 space. And so, in addition to
the intergenerational traumas of my family, I also carry on the legacy of what
it means to be a healer. I have thought deeply about what I have inherited
and what I chose to hold on to and what I must let go of in order to live in
my essence and do the work that I am here to do. I did this through my own
personal work and also through connection and community. I talk about the
importance of the practice principle of use of self in trauma-informed work,
that is, sharing personal experiences from the place of intention and with the
mindfulness of building a community of healers who are courageous enough
to disrupt systems and spaces of oppression and exclusion in everyday practice.
This book is a gift to all of us who strive to create communities of belonging
where trauma is normalized, named, and understood in the larger context of
systems of oppression. I encourage you to write in the margins of this book, sit
in quiet spaces of accountability, build a collective of healers, challenge yourself
to be courageous, spend time in gratitude and continue to cultivate beauty.

August 2021 Laura Quiros, Ph.D., LMSW

Martha’s Vineyard
Garden City, USA

Laura Quiros, Ph.D., LMSW (she/her) is an Associate Professor of Social Work at

Adelphi University. Her research and scholarly interests focus on trauma-informed
practice and leadership from a social justice lens. The common thread in her
consulting, teaching, and scholarship is elevating complexity and furthering the
mission of social justice, including diversity, equity, and inclusion. Using her lens as
an educator, researcher, author, practitioner, trauma survivor, mother, and woman of
color from a multiracial and multiethnic background, Laura identified a deficiency and
an interconnectedness in the fields of trauma, diversity and inclusion and social work
education and leadership. Her practice is one of liberation, love, and generosity.
 Acknowledgments

We would like to acknowledge the traditional lands on which we work and

express our gratitude and appreciation for the past and present Indigenous
caretakers of these lands. We would also like to thank the many educators
who submitted chapter proposals that we did not have space to include. We
look forward to seeing their ideas about trauma-informed teaching in print
elsewhere. We would also like to recognize the resilience and struggles of all
educators, especially during the COVID-19 pandemic. You make a difference.
Hopefully you will gather many takeaways from this collection. And hopefully
one of the main takeaways will be that whatever your role in education—
faculty, staff, student, administrator, community partner, policy maker—the
work you do, the relationships you foster, the words you speak, your physical
and virtual presence, these all make a difference.

ix
 Contents

1 Developing a New Default in Higher Education: We Are

Not Alone in This Work 1
Janice Carello and Phyllis Thompson

Part I Infusing Trauma-Informed Principles

2 Centering Equity: Trauma-Informed Principles
and Feminist Practice 15
Phyllis Thompson and Heidi Marsh
3 Our Brains, Emotions, and Learning: Eight Principles
of Trauma-Informed Teaching 35
Mays Imad
4 Fostering a Spirit of Collaboration by Sharing Power
with Students About Course Decisions 49
Matthea Marquart, Katherine Seibel, Nicole Wong,
and Nykchasia S. Scott

Part II Trauma-Informed Teaching Across the Curriculum

5 The Trauma of Privilege and Privileged Trauma
in Tertiary Music Classrooms 63
John D. Perkins
6 Stumbling My Way into Trauma-Informed Nursing
Education 75
Andrea Alexander
7 Humanizing Social Work Education: Resetting for Healing 85
Alexis Jemal

xi
xii CONTENTS

Part III Approaches to Working with Specific Populations

8 Trauma-Informed Approaches to Teaching Students
with Marginalized Identities During Times of Crisis 93
Megan Paceley, Sarah Jen, Michael Riquino, Sarah Cole,
Kortney Carr, and Kelechi Wright
9 How Trauma-Informed Care Principles Can Contribute
to Academic Success for Students in Hispanic-Serving
Institutions 105
Joy Patton and Lauren Cortez
10 Naming the Urgency: The Importance
of Trauma-Informed Practices in Community
Colleges 113
Jeanie Tietjen
11 Not a Hero and Not a Stranger: Serving Veterans
in Higher Education 125
Jay A. Breneman
12 The Benefits of Reflective Journaling During COVID-19:
Contingent Faculty Examine Impacts on Academic Lives
and Student-Centered Teaching 133
Óscar Fernández, Dana Crosby, Maureen Hickey,
Sam Settelmeyer, and Ami Sommariva
13 Trauma-Informed Indigenous Adult Education:
Developing Practices to Support and Nurture
Decolonization 149
Hilistis Pauline Waterfall and Elodie Button

Part IV (Re)Assessment
14 Measuring Trauma Resilience in Higher Education
Settings 163
Andrea D. Clements, L. Lauren Brown, Susan K. Steckel,
Megan Quinn, Michiel A. van Zyl, Diana Morelen,
and Wallace E. Dixon Jr.
15 An Educator’s Scope of Practice: How Do I Know What’s
Mine? 175
Karen Costa
16 Utilizing an Ecological, Trauma-Informed, and Equity
Lens to Build an Understanding of Context
and Experience of Self-Care in Higher Education 187
Shraddha Prabhu and Janice Carello
 CONTENTS xiii

17 What Are We Centering? Developing a Trauma-Informed

Syllabus 203
Janice Carello and Phyllis Thompson

Appendix A: Trauma-Informed Teaching Toolbox 219

A1 Equity-Centered Trauma-Informed Wheel of Practice 219
Phyllis Thompson and Heidi Marsh
A2 Higher Education Trauma Resilience Assessment 222
Andrea D. Clements, L. Lauren Brown, Susan K. Steckel,
Megan Quinn, Michiel A. van Zyl, Diana Morelen,
and Wallace E. Dixon Jr.
A3 Self-Assessment Tools for Creating Trauma-Informed
Learning and Work Environments 227
Janice Carello
A4 Creating Brave Space 235
William J. Koehler
A5 First Day of Class Introductions: Trans Inclusion
in Teaching 237
Lars Stoltzfus
A6 The Basket: Setting the Stage for Learning 239
Phyllis Thompson
A7 Moment of Action 241
Kelly Smith and Hans Bernier
A8 No Questions Asked Late Days Policy 243
Janice Carello
A9 The Revise and Resubmit 245
Elizabeth Kleinfeld
A10 Trigger Warning 246
Molly Wolf
A11 Panels and Pain: Teaching with Comics During Times
of Trauma 248
Danielle Peloquin
A12 Partner Exams 250
Kimberly L. Hardner
A13 Best Practices for Online Content Design 252
Christine M. Rine
Appendix B: Questions for Reflection and Discussion 255
xiv CONTENTS

Appendix C: Resources 257

Index 261
 Notes on Contributors

Andrea Alexander, MSN (she/her) has served as an Assistant Professor of

Nursing at Simpson University in Redding, CA and George Fox University in
Newberg, OR since 2017. Her main areas of expertise include mental health
nursing, medical-surgical nursing, and nutrition. She has held a number of
nursing positions, including as a family nurse practitioner and as a registered
nurse in various specialties. Andrea earned her MSN with a concentration as
a family nurse practitioner from Sonoma State University in 2014. She earned
her BSN from Rush University in 2007. Prior to that, she earned two BAs in
Interpersonal Communication and World Arts and Cultures from UCLA in
2002. Andrea’s research interests include trauma-informed educational prac-
tices with nursing students, barriers to mental health care, and preventive
mental health and nutrition.
Hans Bernier, MPA, LSCW (he/him/his) as an education/social service
professional that has dedicated over 15 years to social justice practices, I
am aiming to continue this commitment by drawing on my MPA, from
The Metropolitan College of NY, and LCSW, from the Silberman Social
Work at Hunter. Given my years coordinating school and community-based
programming I have acquired the skills needed to collaborate with the
range of stakeholders supporting social work. I am currently working at the
Columbia School of Social Work as an Associate Director of Field. I have also
provided direct clinical support through a number of NYC-based community
organizations, DOE schools and my private practice.
Jay A. Breneman, MSSA (he/him) joined the US Army after 9/11, serving
two enlistments, and three tours overseas, including two deployments to Iraq.
He was honorably discharged at the rank of Staff Sergeant (E-6) in 2009. Since
then, he has earned his bachelor’s and master’s in social work specializing in
macro practice, and is currently pursuing his doctorate, focused on racism and
housing inequality. Jay served in elected office for four years on Erie County

xv
xvi NOTES ON CONTRIBUTORS

Council where he created the county’s Department of Veterans Affairs, having

also served as veterans program manager at two area universities. Jay teaches
social work, political science, and policy courses, and he lives in Erie with his
wife and their three children.
L. Lauren Brown, Ph.D., LCSW (she/her) is the Director of Behavioral
Health & Research at Nashville CARES and an Adjunct Assistant Professor
of Medicine and Adjunct Assistant Professor of Human and Organizational
Development both at Vanderbilt. As an educator, clinician, macro practitioner,
and community-based investigator, she provides a strong link between medical
and community-based HIV care that helps bridge research-to-practice gaps. A
major focus of her work has been on the implementation of trauma-informed
care (TIC) in HIV care settings.
Elodie Button (she/elle/ella) is a non-Indigenous facilitator and educator
who has been working at the intersections of social justice and education for
two decades. Her work is grounded in her relationships with beloved Elders
and community members. Having spent thousands of hours in the classroom
and on the land with Indigenous youth and adult learners, Elodie is passionate
about supporting non-Indigenous educators in decolonizing their pedagogies,
hearts, and minds. Elodie completed a Masters of Education in Adult Educa-
tion and Community Development from the University of Toronto. She lives
with her partner and their daughter on unceded lђk’w ђŋђn and WSÁNEĆ
territories.
Janice Carello, Ph.D., LMSW (she/her) is an Assistant Professor and MSW
Program Director at Edinboro University. She received her Ph.D. from the
University at Buffalo where she also earned her MSW degree and a Certifi-
cate in Trauma Counseling. Her scholarship focuses on retraumatization in
educational settings and trauma-informed approaches in higher education. She
co-edited Lessons from the Pandemic: Trauma-Informed Approaches to College,
Crisis, Change and Trauma and Human Rights: Integrating Approaches to
Address Human Rights. She also publishes trauma-informed teaching and
learning resources on her blog: traumainformedteaching.blog.
Kortney Carr, LCSW, LSCSW (she/her) is an Associate Professor of Prac-
tice and Ph.D. student at the University of Kansas School of Social Welfare.
Within her teaching, she focuses on assisting students build advanced, compe-
tent, multi-system skills while infusing DEI, and social justice into every MSW
course taught. Her scholarly interests include exploring the impact of social
isolation and complex hope on the health and well-being of Black men. Goals
of her work and research include engaging Black men in research and working
to amplify their voices and experiences within research and the profession.
Andrea D. Clements, Ph.D. (she/her) is a Professor in the Department of
Psychology at East Tennessee State University. Her primary areas of research
are religiosity, health, and trauma responsiveness, particularly focusing on
 NOTES ON CONTRIBUTORS xvii

addiction. She has developed, delivered, and studied trainings for varied audi-
ences around trauma-responsiveness, ACEs science, and resilience-building for
the past several years. She has taught psychological measurement and research
methods for almost 30 years, and often says, “research is only as good as
its measurement tools.” She is the Associate Director of Research Design
and Implementation in the Strong BRAIN Institute at East Tennessee State
University.
Sarah Cole (she/her) is a student in the MSW Program at the University of
Kansas, as well as a student assistant to the School of Social Welfare’s Diversity,
Equity, and Inclusion program. She has also volunteered in Crisis Counseling
for the last four years. Though she is a beginning researcher, her research
interests include barriers Disabled People face in higher education, as well as
the immense resilience and creativity they meet those barriers with.
Lauren Cortez (she/her) has over 10 years experience in GCP quality,
compliance, and site performance management of clinical trials and projects
in multiple therapeutic areas. In her recent collaboration with the Military
and Veteran Caregiver Research Portfolio at UT Health San Antonio, Lauren
has extensive familiarity in the academic research arena, pharmaceutical and
medical device industries, non-profit organizations, and clinical research orga-
nizations. In addition to her broad-based research experience and breadth
of roles, she is presently pursuing a doctoral degree in leadership studies.
Lauren’s research interests include military suicide prevention, post-traumatic
stress disorder, traumatic brain injury, and caregiving.
Karen Costa (she/her) is a faculty development facilitator specializing in
online pedagogy and trauma-aware higher education. Karen’s first book, 99
Tips for Creating Simple and Sustainable Educational Videos, focuses on
helping faculty and teachers to make creative use of videos in their classrooms.
She lives in Massachusetts with her family. Learn more at her website, www.
100faculty.com.
Dana Crosby, MPH (she/her/her) holds a Master of Public Health from the
Oregon Health Science University-Portland State University School of Public
Health. Her interests include intersections of education, public health, and
equity. She has experience in several educational contexts, including educa-
tional consulting in Vietnam, working as a substitute teacher, and mentoring
in Portland State University’s Studies Department.
Wallace E. Dixon Jr., Ph.D. (he/him) has served as Chair and Professor
of Psychology at East Tennessee State University for nearly 20 years. He
also serves as Founding Director of the ETSU Ballad Health Strong BRAIN
(Building Resilience through ACEs-Informed Networking) Institute. While
at ETSU, Dixon established Ph.D. programs in Clinical and Experimental
Psychology. He has received funding from the National Institutes of Health
and has authored two books and dozens of scientific journal articles. Dixon is
xviii NOTES ON CONTRIBUTORS

well versed in the science of ACEs science and the communication of ACEs
messaging.
Óscar Fernández, Ph.D. (He, him, his, él ) is a faculty member in University
Studies and served as its inaugural Diversity, Equity, and Inclusion Coor-
dinator. He specializes in inter-American studies, literary theory, and the
intersection of culture, sexuality, and representations of disease in Iberoamer-
ican literature. He earned a Ph.D. in Comparative Literature from The
Pennsylvania State University.
Kimberly L. Hardner (she/her/hers) is an Assistant Professor in the Social
Work Department at Edinboro University of Pennsylvania. In addition to
teaching for the past ten years, her clinical experience of 14 years focuses on
work with children and families. Kimberly enjoys qualitative research that: (1)
enhances awareness of social justice issues; and, (2) promotes advocacy and
policy changes.
Maureen Hickey, Ph.D. (she/her/hers or they/them/theirs) is an instructor
in International & Global Studies at Portland State University, with specialties
in international development, labor and education migration, and migration
policy and advocacy. Her research investigates teacher migration in East and
Southeast Asia. She earned her Ph.D. in Geography at the University of
Washington.
Mays Imad, Ph.D. is a neuroscientist and an educator whose research focuses
on stress, self-awareness, advocacy, and community, and how these relate to
cognition, metacognition, and, ultimately, student learning. She received her
undergraduate training in philosophy from the University of Michigan and
her graduate training in Cellular and clinical neurobiology from Wayne State
University-School of Medicine. She has written pieces for Inside Higher Educa-
tion on hope and on trauma-informed pedagogy. She has presented extensively
on trauma-informed education focusing on the neuroscience behind it as well
as practical strategies to help educators help themselves and their students
mitigate the impact of stress and anxiety.
Alexis Jemal, LCSW, LCADC, M.A., JD, Ph.D. (she/her) Assistant
Professor at Silberman School of Social Work-Hunter College, is a scholar,
writer, artivist, educator, social entrepreneur, and critical social worker whose
mission is to recognize and respond to oppressive policies and practices
to prevent and eliminate domination, exploitation, and discrimination that
pose barriers to life, wellness, liberty, and justice. Dr. Jemal’s research inte-
grates participatory action research methods, critical theory, and the creative
arts to develop and test multi-level and multi-systemic socio-health practices
that incorporate restorative justice frameworks, radical healing, and liberation
health models to address structural, community, and interpersonal violence.
Sarah Jen, MSW, Ph.D. (she/her) is an Assistant Professor at the University
of Kansas School of Social Welfare. She teaches across Bachelor’s, Master’s,
 NOTES ON CONTRIBUTORS xix

and doctoral levels in areas of theory, research, and aging-related practice.

Her scholarship addresses the intersections of social work, gerontology, and
sexuality and aims to improve the health and well-being of sexually diverse
and aging populations through the use of critical, qualitative, and creative
methods.
Elizabeth Kleinfeld (she/her) is Professor of English and Writing Center
Director at Metropolitan State University of Denver. She teaches courses
on rhetoric and composition theory and practice. She researches student
source use, academic integrity, and ways of teaching and assessing writing that
promote inclusivity and social justice. Her pedagogy and research are informed
by disability studies, feminism, and social justice theory. She has co-authored
a textbook on multimodal and multigenre composition and has published
articles on writing center work, digital rhetoric, and student source citation
practices.
William J. Koehler, Ph.D., LCSW (he/him/they/them) is Assistant
Professor of Social Work at Edinboro University of Pennsylvania. Dr. Koehler’s
teaching focus is psychopathology, trauma theory and practice, and field
practicum. Their areas of research center around bystander intervention in
anti-LGBTQ+ bullying and infusing trauma-informed practice in field experi-
ence. Dr. Koehler’s clinical expertise is engaging in trauma-focused treatment
of LGBTQ+ adults and youth as well as those exposed to violence, abuse, and
neglect.
Matthea Marquart, MSSW (she/her) is the assistant dean, online education,
and a senior adjunct lecturer at Columbia University’s School of Social Work
(CSSW), where she leads a team responsible for implementing Columbia’s
online Master’s of Science in Social Work program. She is also a CSSW
alum. She created and co-facilitates CSSW’s intensive Institute on Pedagogy
and Technology for Online Courses, an award-winning program that has
prepared hundreds of online educators to teach inclusive and engaging online
courses. She teaches in CSSW’s management program, preparing a new wave
of nonprofit and human services leaders.
Heidi Marsh, M.A. (she/her/hers) is executive aide and adjunct faculty in
the Women’s, Gender, and Sexuality Studies Program at East Tennessee State
University where she teaches introductory courses in Women’s, Gender, and
Sexuality Studies. She has a background in feminist pedagogy and teaching
first-year composition and has also served as team-member on several grant-
funded initiatives to provide trauma-informed care training to faculty and staff
and to provide trauma-informed resources and education regarding gender-
based violence on campus.
Diana Morelen, Ph.D. (she/her) is an Assistant Professor in the Depart-
ment of Psychology at East Tennessee State University and a licensed clinical
psychologist with specialization in infant mental health and perinatal mental
xx NOTES ON CONTRIBUTORS

health. She is a clinical scientist committed to breaking the intergenerational

transmission of trauma, adversity, and mental illness through evidence-based
prevention and intervention programs. She serves as the Associate Director
of Training Dissemination and Implementation for ETSU’s Strong BRAIN
Institute, a board member for the TN chapter of Postpartum Support Inter-
national, and a regional lead for her state’s infant mental health association
(AIMHiTN).
Megan Paceley, MSW, Ph.D. (she/they) is an Associate Professor at the
University of Kansas School of Social Welfare. Through their teaching, they
aim to promote a critical and trauma-informed lens through which their
students view the world and engage in social work practice. Their scholarship
attends to the ways in which the social environment (family, school, commu-
nity) affects the health and well-being of queer and trans youth. They aim to
transform systems via improvements in community climate and access to queer
and trans resources with the goal of reducing negative health outcomes and
promote resilience and well-being.
Joy Patton (she/her) is a licensed master social worker in the state of Texas
and Assistant Professor in the Worden School of Social Service. For over a
decade, she has been creating and delivering quality online education. She
currently is faculty in the online, social work doctoral program at Our Lady
of the Lake University. Dr. Patton has worked in community consulting roles
including grant writing, community needs assessments, program evaluations,
program development, and departmental and organizational strategic plan-
ning. Her research interests are with online education, child welfare staff and
parent training, children and families, trauma, and domestic violence.
Danielle Peloquin, Ed.D. (she/her) is the Instructional Development Lead
for Fusion Education Group. While the majority of her academic and profes-
sional background is in adult learning, she relishes the years she spent teaching
English and social studies in the 6–12 classroom. She holds two Bachelors
of Arts in English and history, a Masters of Science in Library and Informa-
tion Sciences, and a Doctorate of Education in Curriculum, Teaching, and
Learning. Dani has taught at various universities and developed such courses
as World History Through the Graphic Novel, Comics as Literature, Social
Issues in World Drama and numerous others.
John D. Perkins, DMA (he/him) is an Associate Professor of Music, at
Butler University, and a Fulbright Scholar to Malaysia. While teaching at
the American University of Sharjah (United Arab Emirates) he shifted away
from performativity as a goal of music education. John now focuses on
sustaining students’ lives and promoting justice through music education.
Coursework such as “Peacebuilding through Choral Singing,” “Why Music?”
and “Musicking Futures in Malaysia” address these values along with research
in the Bulletin of the Council for Research in Music Education, the Choral
 NOTES ON CONTRIBUTORS xxi

Journal, and the International Choral Bulletin, book chapters and conference
presentations.
Shraddha Prabhu, Ph.D. (she/her) is an Assistant Professor with Edinboro
University’s Department of Social Work. Her teaching and scholarship focus
on issues related to intersectionality, diversity, inequity, and trauma exposure
and resilience. Through her clinical work she strives to provide access to anti-
oppressive, trauma-specific treatment services for clients from underserved
communities. Her advocacy efforts focus on centering the voices and expe-
riences of those who are faced with marginalization and continue to lead the
fight for equity.
Megan Quinn, DrPH, M.Sc. (she/her) is an Associate Professor and Interim
Chair of the Department of Biostatistics and Epidemiology in the College
of Public Health at East Tennessee State University. She is also Coordinator
of Global Health Initiatives and the Global Health Certificate and manager
of the Tennessee Stroke Registry at ETSU. She is the Associate Director of
Extramural Funding and Innovation in the Strong BRAIN Institute at East
Tennessee State University.
Dr. Christine M. Rine, Ph.D., MSW (she/her) Associate Professor, Social
Work Department, Edinboro University. She received her BSW from Buffalo
State College and MSW and Ph.D. from the University at Buffalo. Dr. Rine’s
practice experience includes HIV/AIDS, youth with mental health concerns,
and in program evaluation and administration. Her scholarly endeavors include
teaching pedagogy, child welfare, vicarious trauma, end-of-life care, and
mapping in social work contexts. Dr. Rine serves as Editor-in-Chief of NASW’s
Health & Social Work journal and has spoken widely on neighborhoods, pallia-
tive end care, technology in teaching pedagogy, and social determinants of
health.
Michael Riquino, MSW, Ph.D. (he/him) is an Assistant Professor at the
University of Kansas School of Social Welfare. He primarily teaches clinical
practice courses at the graduate level. In his pedagogy, he emphasizes critical
and contextualized understandings of mental health, and advocates for inte-
grating micro and macro treatment approaches in order to alleviate human
suffering. His scholarship focuses on improving interventions and systems for
individuals who engage in self-harming behaviors, with a particular focus on
centering the perspectives of youth with marginalized identities.
Nykchasia S. Scott, MSSW (she/they) earned her Master’s degree in Social
Work from Columbia University in May of 2020. Nykchasia studied Social
Enterprise Administration with a focus on Health, Mental Health, and Disabil-
ities. She serves the global and local communities through her roles as CEO of
TrapTranquility LLC, facilitator for Youth Connect Group with SAC Connect
Therapeutic & Wellness Services, and Live Support Specialist for Columbia
University’s School of Social Work.
xxii NOTES ON CONTRIBUTORS

Katherine Seibel, MSSW (she/her) is the Director of Public Policy & Advo-
cacy at the National Alliance on Mental Illness Washington and received her
MSSW in public policy from Columbia University. Katherine’s career has
included direct service and specialization in facilitating DBT Mindfulness and
trauma-informed yoga groups, multi-state as well as federal policy and advo-
cacy engagement promoting mental health, social-emotional learning, child
sexual abuse prevention, and bullying prevention, and she has served as a
teaching associate at Columbia University’s School of Social Work.
Sam Settelmeyer (he, him, his) is pursuing his Ph.D. in Social Work at
Portland State University. Motivated by experiences in alternative education
and grassroots community building, Sam aspires to be part of the necessarily
incremental and unity-focused process of critical and appreciative educational
reform.
Kelly Smith, M.Ed., DSW, MS (she/her/hers) is founder and director of
the Institute for Social Work and Ecological Justice and an adjunct professor at
Adelphi University and Columbia School of Social Work. She is also a member
of the Grand Challenge for Creating Social Responses to a Changing Envi-
ronment Advisory Council. Kelly earned her doctorate in social work at the
University of Southern California, where she was honored with The Order of
Arête. Additionally, Kelly holds a master’s degree in Gender and Social Policy
from the London School of Economics.
Ami Sommariva, Ph.D. (she/her/hers/they/them/theirs) teaches courses
on popular culture, American studies, and design justice at Portland State
University. Her research examines the public feelings cultivated through televi-
sion and how they have shaped discourses on racism, gender, and nature. She
holds a Ph.D. in Cultural Studies from the University of California, Davis.
Susan K. Steckel, MSSW, LMSW (she/her) is a macro practice social worker,
committed to excellence in social work education and advancing the social
work profession. Her professional interests include NEAR science (neuro-
physiology/epigenetics/adverse childhood experiences/resilience), children’s
mental health policy, trauma-informed care, infant mental health and early
childhood development, interagency collaboration and organizational manage-
ment, and improving systems that serve vulnerable populations. She is an
Associate Professor of Practice and Director of Continuing Education with
the University of Tennessee, Knoxville College of Social Work.
Lars Stoltzfus (they/them/theirs) is a Lecturer in Communication Studies at
Gonzaga University. They are interested in how power and mediated experi-
ences impact and are impacted by identity formation. Lars’ most recent work
is on queer and/or transgender former Amish, Mennonite, and Brethren indi-
viduals navigating cultures, communication, and media. Lars has also written
on transgender exclusion in the Women’s March movement, Super Bowl
Another random document with
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Saltpeter, or niter, is a compound of this metal (or rather its oxide)
with nitric acid. It is one of the ingredients of gunpowder, and has the
property of quickening the combustion of all combustible bodies.
Mix some chlorate of potash with lump sugar, both being powdered,
and drop on the mixture a little strong sulphuric acid, and it will
instantly burst into flame. This experiment also requires caution.
Want of space precludes us from considering the individual metals
and their compounds in detail; it must suffice to describe some
experiments showing some of their properties.
The different affinities of the metals for oxygen may be exhibited in
various ways. The silver or zinc tree has already been described.

Experiments.
1. Into a solution of nitrate of silver in distilled water immerse a clean
plate or slip of copper. The solution, which was colorless, will soon
begin to assume a greenish tint, and the piece of copper will be
covered with a coating of a light gray color, which is the silver
formerly united to the nitric acid, which has been displaced by the
greater affinity or liking of the oxygen and acid for the copper.
2. When the copper is no longer coated, but remains clean and
bright when immersed in the fluid, all the silver has been deposited,
and the glass now contains a solution of copper.
Place a piece of clean iron in the solution, and it will almost instantly
be coated with a film of copper, and this will continue until the whole
of that metal is removed, and its place filled by an equivalent quantity
of iron, so that the nitrate of iron is found in the liquid. The oxygen
and nitric acid remain unaltered in quantity or quality during these
changes, being merely transferred from one metal to another.
A piece of zinc will displace the iron in like manner, leaving a solution
of nitrate of zinc.
Nearly all the colors used in the arts are produced by metals and
their combinations; indeed, one is named chromium, from a Greek
word signifying color, on account of the beautiful tints obtained from
its various combinations with oxygen and the other metals. All the
various tints of green, orange, yellow, and red, are obtained from this
metal.
Solutions of most of the metallic salts give precipitates with solutions
of alkalies and their salts, as well as with many other substances,
such as what are usually called prussiate of potash, hydro-sulphuret
of ammonia, etc.; and the colors differ according to the metal
employed, and so small a quantity is required to produce the color
that the solutions before mixing may be nearly colorless.

Experiments.
1. To a solution of sulphate of iron add a drop or two of a solution of
prussiate of potash, and a blue color will be produced.
2. Substitute sulphate of copper for iron, and the color will be a rich
brown.
3. Another blue, of quite a different tint, may be produced by letting a
few drops or a solution of ammonia fall into one of sulphate of
copper—a precipitate of a light blue falls down, which is dissolved by
an additional quantity of the ammonia, and forms a transparent
solution of the most splendid rich blue color.
4. Into a solution of sulphate of iron let fall a few drops of a strong
infusion of galls, and the color will become a bluish-black—in fact,
ink. A little tea will answer as well as the infusion of galls. This is the
reason why certain stuffs formerly in general use for dressing-gowns
for gentlemen were so objectionable; for as they were indebted to a
salt of iron for their color, buff as it was called, a drop of tea
accidentally spilt produced all the effect of a drop of ink.
5. Put into a largish test tube two or three small pieces of granulated
zinc, fill it about one-third full of water, put in a few grains of iodine
and boil the water, which will at first acquire a dark purple color,
gradually fading as the iodine combines with the zinc. Add a little
more iodine from time to time, until the zinc is nearly all dissolved. If
a few drops of this solution be added to an equally colorless solution
of corrosive sublimate (a salt of mercury) a precipitate will take place
of a splendid scarlet color, brighter if possible than vermilion, which
is also a preparation of mercury.

Crystallization of Metals.
Some of the metals assume certain definite forms in returning from
the fluid to the solid state. Bismuth shows this property more readily
than most others.

Experiment.
Melt a pound or two of bismuth in an iron ladle over the fire; remove
it as soon as the whole is fluid; and when the surface has become
solid break a hole in it, and pour out the still fluid metal from the
interior; what remains will exhibit beautifully-formed crystals of a
cubic shape.
Sulphur may be crystallized in the same manner, but its fumes, when
heated, are so very unpleasant that few would wish to encounter
them.
One of the most remarkable facts in chemistry, a science abounding
in wonders, is the circumstance, that the mere contact of hydrogen,
the lightest body known, with the metal platinum, the heaviest, when
in a state of minute division, called spongy platinum, produces an
intense heat, sufficient to inflame the hydrogen; of course this
experiment must be made in the presence of atmospheric air or
oxygen.
Time and space (or rather the want of them) compel us to conclude
with a few experiments of a miscellaneous character.

To Form a Solid From Two Liquids.

Prepare separately, saturated solutions of sulphate of magnesia
(Epsom salts) and carbonate of potash. On mixing them the result
will be nearly solid.
Solutions of muriate of lime and carbonate of potash will answer as
well.
 To Form a Liquid From Two Solids.
Rub together in a Wedgewood mortar a small quantity of sulphate of
soda and acetate of lead, and as they mix they will become liquid.
Carbonate of ammonia and sulphate of copper, previously reduced
to powder separately, will also, when mixed, become liquid, and
acquire a most splendid blue color.
The greater number of salts have a tendency to assume regular
forms, or become crystallized, when passing from the fluid to the
solid state; and the size and regularity of the crystals depend in a
great measure on the slow or rapid escape of the fluid in which they
were dissolved. Sugar is a capital example of this property; the
ordinary loaf-sugar being rapidly boiled down, as it is called: while to
make sugar-candy, which is nothing but sugar in a crystallized form,
the solution is allowed to evaporate slowly, and as it cools it forms
into those beautiful crystals termed sugar-candy. The threads found
in the center of some of the crystals are merely placed for the
purpose of hastening the formation of the crystals.

Experiments.
1. Make a strong solution of alum, or of sulphate of copper, or blue
vitriol, and place in them rough and irregular pieces of clinker from
stoves, or wire-baskets, and set them by in a cool place, where they
will be free from dust, and in a few days crystals of the several salts
will deposit themselves on the baskets, etc.; they should then be
taken out of the solutions, and dried, when they form very pretty
ornaments for a room.
2. Fill a Florence flask up to the neck with a strong solution of
sulphate of soda, or Glauber’s salt, boil it, and tie the mouth over
with a piece of moistened bladder while boiling, and set it by in a
place where it cannot be disturbed. After twenty-four hours it will
probably still remain fluid. Pierce the bladder covering with a
penknife, and the entrance of the air will cause the whole mass
instantly to crystallize, and the flask will become quite warm from the
latent caloric, of which we have spoken before, given out by the salt
in passing from the fluid to the solid state. It is better to prepare two
or three flasks at the same time, to provide against accidents, for the
least shake will often cause crystallization to take place before the
proper time.

Changes of Color Produced by Colorless Liquids.

Make a strong infusion of the leaves of the red cabbage, which will
be of a beautiful blue color; drop into it a few drops of dilute sulphuric
acid, and the color will change to a bright red; add some solution of
carbonate of potash, or soda, and the red color will gradually give
way to the original blue; continue adding the alkaline solution, and
the fluid will assume a bright green color. Now resume the acid, and
as it is dropped in, the color will again change from green to blue,
and from blue to red. Now this simple experiment illustrates three
points: first, that acids change the color of most vegetable blues and
greens to red; second, that alkalies change most blues and reds to
green; and third, that when the acid and alkali are united together,
they both lose their property of changing color, and become what is
called a neutral salt, i.e. a compound possessing the properties of
neither of its constituents.
 ACOUSTICS.
Acoustics is the science relating to sound and hearing. Sound is
heard when any shock or impulse is given to the air, or to any other
body which is in contact directly or indirectly with the ear.

Difference Between Sound and Noise.

Noises are made by the crack of whips, the beating of hammers, the
creak of a file or saw, or the hubbub of a multitude. But when a bell is
struck, the bow of a violin drawn across the strings, or the wetted
finger turned round a musical glass, we have what are properly
called sounds.

Sounds, How Propagated.

Sounds are propagated on all bodies much after the manner that
waves are in water, with a velocity of 1,142 feet in a second. Sounds
in liquids and in solids are more rapid than in air. Two stones rubbed
together may be heard in water at half a mile; solid bodies convey
sounds to great distances, and pipes may be made to convey the
voice over every part of the house.

To Show How Sound Travels Through a Solid.

Take a long piece of wood, such as the handle of a hair broom, and
placing a watch at one end, apply your ear to the other, and the
tickings will be distinctly heard.

To Show That Sound Depends on Vibration.

Touch a bell when it is sounding, and the noise ceases; the same
may be done to a musical string with the same results. Hold a
musical pitch-fork to the lips, when it is made to sound, and a
quivering motion will be felt from its vibrations. These experiments
show that sound is produced by the quick motions and vibrations of
different bodies.

Musical Figures Resulting From Sound.

Cover the mouth of a wine-glass, having a foot-stalk, with a thin
sheet of membrane, over which scatter a layer of fine sand. The
vibrations excited in the air by the sound of a musical instrument,
held within a few inches of the membrane, will cause the sand on its
surface to form regular lines and figures with astonishing celerity,
which vary with the sound produced.

To Make an Æolian Harp.

This instrument consists of a long, narrow box of very thin deal,
about six inches deep, with a circle in the middle of the upper side of
an inch and a half in diameter, in which are to be drilled small holes.
On this side seven, ten or more strings of very fine catgut are
stretched over bridges at each end, like the bridges of a fiddle, and
screwed up or relaxed with screw-pins. The strings must all be tuned
to one and the same note, and the instrument should be placed in a
window partly open, in which the width is exactly equal to the length
of the harp, with the sash just raised to give the air admission. When
the air blows upon these strings with different degrees of force, it will
excite different tones of sound. Sometimes the blast brings out all
the tones in full concert, and sometimes it sinks them to the softest
murmurs.
A colossal imitation of the instrument just described was invented at
Milan in 1786 by the Abbate Gattoni. He stretched seven strong iron
wires, tuned to the notes of the gamut, from the top of a tower sixty
feet high, to the house of a Signor Moscate, who was interested in
the success of the experiment; and this apparatus, called the “giant’s
harp,” in blowing weather yielded lengthened peals of harmonious
music. In a storm this music was heard at a greater distance.
 FIREWORKS.
We know full well the intense delight taken by boys in risking their
limbs or their lives, especially when such risk is accompanied with
noise. Boys always have done so, and always will do so in spite of
the very best of advice or precautions. As, therefore, it is impossible
to keep them from making noises, and endangering themselves, we
have, in this article, endeavored to show them how to make as much
noise as possible, with as little danger as possible.
What is there that makes the most noise, and is most dangerous?
Gunpowder, of course. Therefore, we have given descriptions of the
best methods of employing this material, feeling quite sure that of
accidents with gunpowder nine out of every ten are caused by
ignorance. We knew a boy who lost the use of a thumb, and took all
the skin off the palm of his right hand, by ignorant management of
powder. He had read of blasting rocks, and nothing would satisfy him
but blasting a bank. So he bored a deep hole in it with a stick, filled
the hole with gunpowder, and then poked a lighted lucifer into the
powder. The consequence was that his face was so scorched as not
to be recognized, all his eyebrows and eyelashes, and most of his
hair were burned off, while his right hand was injured, as has been
already mentioned. Now that boy had been studiously kept out of the
way of powder by female relatives, and was naturally profoundly
ignorant of its effects. Had he been taught to handle it, he would not
now be forced to keep his right hand closed, or to write by holding
the pen between the fingers of his clenched hand.

Gunpowder.
It will not be very advisable for the firework boy to make his own
powder, but still it will not be amiss that he should know how it is
prepared. Pulverize separately 5 drams of nitrate of potass, 1 dram
of sulphur, and 1 dram of newly-burnt charcoal; mix them together in
a mortar, with a little water, so as to make the compound into a
dough, which roll out into round pieces of the thickness of a pin upon
a slab. This must be done by moving a board backwards and
forwards until the dough is of a proper size. When three or four of
these pieces are ready put them together, and cut them off into small
grains. Place these grains on a sheet of paper, in a warm place,
where they will soon dry, but away from a fire. During granulation the
dough must be prevented from sticking by using a little of the dry
compound powder. This mode of granulation, though tedious, is the
only one to be used for so small a quantity for the sake of
experiment. In making powder in a large way it is granulated by
passing the composition through sieves.

How to Make Touch-Paper.

Dissolve in a little spirits of wine or vinegar a little saltpeter, then take
some purple or blue paper, and wet it with the above liquor, and it will
be fit for use. When pasting paper on any of the following works take
care that the paste does not touch that part which is to burn. The
method of using this paper is to cut it into slips long enough to go
once round the mouth of a serpent, cracker, etc.

Cases for Squibs, Flower-Pots, Rockets, Roman

Candles, Etc.
Procure a hard wooden cylinder, or, if possible, one made of metal,
whose diameter corresponds with that of the interior of the proposed
case. Roll round it several folds of cartridge paper, and paste the
edges well, so that it may be held securely. Tie it round until dry.

To Choke the Cases.

When the cases are thus made they will require to be tied at the
lower end. This is called choking them, and as much force is
required it is necessary. Fix a wire into a small solid cylinder. Take
another short piece, an inch or two long, with a hole up it to admit the
other end of the wire, fit it on, and pass it up the case. Then having
fastened a piece of whip-cord to a post, wind it round the part left
hollow by the wire, which should be about half an inch from the end;
pull it tight with the right hand, and work the case round with the left.
Cut out a piece of touch paper two inches long, and an inch and a
half broad, wind it round the choke, and tie it on with a piece of fine
string—twist it to a point. The cases are best choked while damp.

Composition for Squibs, Etc.

Gunpowder, half a pound; charcoal, 1 ounce; brimstone, 1 ounce, or
in like proportion; grind them in a muller or pound them in a mortar.
Or you may take 1 part steel filings, 1 charcoal, 1 sulphur, and 4
powder, which is a very good mixture, and can be rubbed together in
a mortar.

How to Fill the Cases.

Your cases must be very dry when ready, and should be put into an
iron or wooden mold; first put in a thimble full of your powder, and
ram it down very hard with your ruler, then put in a little more till the
case is full, ramming it down hard every time. If you have no mold,
hold the case in your left hand with the twisted touch-paper
downwards, and fill it after the same manner. When you have filled
within an inch of the top, fill up this with loose powder not rammed,
for a bang, and fold in the ends; after filling a dozen or two melt
some pitch in a small ladle, and smear the end of the case with it by
means of a small brush.

To Make Crackers.
Cut some stout cartridge-paper into pieces three inches and a half
broad and one foot long, fold down one edge of these pieces
lengthwise about three-quarters of an inch broad, then fold the
double edge down a quarter of an inch, and turn the single edge
back half over the double fold. Open it, and lay all along the channel
which is formed by the folding of the paper some meal powder, then
fold it over and over till the paper is doubled up, rubbing it down at
every turn; this being done bend it backwards and forwards two
inches and a half, or thereabouts, at a time, as often as the paper
will allow. Hold all these folds flat and close, and with a small
pinching cord give one turn round the middle of the cracker and
pinch it close; bind it with pack thread as tight as you can, then in the
place where it was pinched prime one end and cap it with touch-
paper.
When these crackers are fired they will give a loud report at every
turn of the paper: if you want a great number of these, you have only
to cut the paper longer, or join it on to a greater length; but if they are
made very long you must have a piece of wood with a groove in it
deep enough to let in half the cracker, which will hold it straight while
you are pinching it.

Roman Candles and Stars.

These are best made with the following ingredients: 1 ounce of
powder, 1 ounce of sulphur, and 2 ounces of niter. Some persons,
however, prefer 1 part sulphur, 1 charcoal, 1 iron filings, 4 of powder,
and 8 of niter. The composition being made, in filling the cases fill the
contrary way to a squib—stop up the choke by driving down a piece
of paper. Put in 1 quill of gunpowder loose and 1 star made in the
following manner: 1 ounce of camphor, 1 of sulphur, 2 of meal
powder, 1 ounce of the colored fires, moisten them with oil of
turpentine, and work them into little round balls. Having placed a star
within the case, put in above it 3 quills of the composition, ram down,
then powder, star, and composition alternately, till the case is full.
Paste touch-paper round the top and twist to a point.

Rockets.
There are several recipes for making rockets, the best of which is 3
ounces of charcoal, 6 of sulphur, 8 of niter, 32 of meal powder.
Another very good one is, 3 ounces of iron filings, 4 of powdered
charcoal, 8 of sulphur, 16 of niter, and 64 of meal powder. If a
smaller quantity is wanted divide each proportion by 2, if a still
smaller divide by 4.
 Rains.
Sometimes gold or silver rains are added to rockets, which give them
a very beautiful appearance. A gold rain is made of 2 parts sawdust,
4 sulphur, 4 meal powder, 6 glass dust, 16 niter, in all 32 parts. A
silver rain may be made of 2 parts salt prunella, 8 sulphuret of
antimony, 8 sulphur, 8 meal powder, and 14 niter, in all 32 parts.

Catherine Wheels.
These are very pretty fireworks, and are made to turn on a pivot.
There are many recipes for the composition of which they are
formed; 1 part camphor, 1 sulphur, 1 niter, 2 meal powder. Another
is, 3 parts iron filings, 4 sulphur, 12 niter, 16 meal powder. This
composition is to be rammed into small cases, and bound round a
small wheel having a hole for a pivot in the center.

Various Colored Fires.

The following recipes will give the young firework maker a great
variety of the most beautiful fires. They should never be fired in a
room, however, and always away from a dwelling.

Crimson Fire.
The principal ingredient in this is nitrate of strontium, of which 40
parts are taken, with 13 of sulphur, 15 of chlorate of potass, 4 of
sulphuret of antimony, and 2 of lamp-black. These, as all the
ingredients for the other fires, should be rubbed in a ladle, and they
may be used in a ladle or iron dish set on the ground.

Blue Fire.
The ingredients of blue fire are 20 parts; 12 of niter, 4 of sulphur, 2 of
sulphuret of antimony, and 2 of lamp-black.

Green Fire.
The ingredients for green fire are in 54 parts; 42 of nitrate of barytes,
8 of sulphur, 3 of chlorate of potass, and 1 of lamp-black.

Purple Fire.
The best recipe for purple fire is of 60 parts; 25 of niter, 25 of nitrate
of strontium, 7 of sulphur, 2 of realgor, and 1 of lamp-black.

White Fire.
The best and purest white fire is made of 24 parts of niter, 7 of
sulphur, 2 of red arsenic, and one of lamp-black.

Spur Fire.
9 parts of niter, 4 of sulphur, and 3 of lamp-black, well rubbed
together.

Blue Lights.
These are made of 4 parts of sulphur, 2 of niter, and 1 of powder,
and are rammed into squib-cases the contrary way.

Port or Wildfires.
Saltpeter 4 parts, meal powder 6 parts, and sulphur 3 parts. The
composition to be moistened with linseed-oil.

Slow Fire for Wheels.

Saltpeter 4 parts, sulphur 2 parts, and meal powder 2 parts.

Dead Fire for Wheels.

Saltpeter 5 parts, sulphur 1 part, lapis calaminaris 1 part, and
antimony 1 part.
 Cautions.
Such are the principles and methods by which fireworks may be
made; but we would advise our young friends to be very cautious,
and never to attempt making any fireworks by candlelight; always to
select some outhouse for their operations; to see that no iron or steel
implements are about the place in which their fireworks are being
manufactured, or they may go off before they wish it; to use wooden
or brass implements in the bruising, grinding, and sifting of their
mixtures; and never to bring the fireworks, or any of their ingredients,
into the dwelling-house, or they may suddenly receive a
“Heavy blow and great discouragement.”

To Make an Illuminated Spiral Wheel.

Procure a circular horizontal wheel two feet in diameter with a hole
quite through the nave, then take four thin pieces of deal three feet
long each, and three-quarters of an inch broad each. One end of
each of these pieces is to be nailed to the felloe of the wheel at an
equal distance from one another, and the other end nailed to a block
with a hole in its bottom, which must be perpendicular with that in the
block of the wheel, but not so large. The wheel being thus made, a
hoop planed down very thin must be nailed to the felloe of the wheel,
and wound round the four sticks in a spiral line from the wheel to the
block at the top; on the top of this block a case of Chinese fire must
be fixed, and on the wheel any number of cases, which must incline
downwards and burn two at a time. The axis of the wheel must be a
little longer than the cone, and made very smooth at the top, on
which the upper block is to turn and the whole weight of the wheel to
rest.

[THE END.]
 USEFUL AND INSTRUCTIVE BOOKS.
HOW TO KEEP AND MANAGE PETS—Giving complete information
as to the manner and method of raising, keeping, taming,
breeding, and managing all kinds of pets; also giving full
instructions for making cages, etc. Fully explained by 28
illustrations, making it the most complete book of the kind ever
published. Price 10 cents. Address Frank Tousey, publisher, New
York.
HOW TO DO ELECTRICAL TRICKS—Containing a large collection
of instructive and highly amusing electrical tricks, together with
illustrations. By A. Anderson. Price 10 cents. For sale by all
newsdealers, or sent, post-paid, upon receipt of the price.
Address Frank Tousey, Publisher, New York.
HOW TO WRITE LETTERS—A wonderful little book, telling you how
to write to your sweetheart, your father, mother, sister, brother,
employer; and, in fact, everybody and anybody you wish to write
to. Every young man and every young lady in the land should
have this book. It is for sale by all newsdealers. Price 10 cents, or
sent from this office on receipt of price. Address Frank Tousey,
publisher, New York.
HOW TO DO PUZZLES—Containing over 300 interesting puzzles
and conundrums with key to same. A complete book. Fully
illustrated. By A. Anderson. Price 10 cents. For sale by all
newsdealers, or sent, post-paid, upon receipt of the price.
Address Frank Tousey, Publisher, New York.
HOW TO DO 40 TRICKS WITH CARDS—Containing deceptive
Card Tricks as performed by leading conjurers and magicians.
Arranged for home amusement. Fully illustrated. Price 10 cents.
Address Frank Tousey, publisher, New York.
HOW TO MAKE A MAGIC LANTERN—Containing a description of
the lantern, together with its history and invention. Also full
directions for its use and for painting slides. Handsomely
illustrated, by John Allen. Price 10 cents. For sale by all
 newsdealers in the United States and Canada, or will be sent to
your address, post-paid, on receipt of price. Address Frank
Tousey, publisher, New York.
HOW TO BECOME AN ACTOR—Containing complete instructions
how to make up for various characters on the stage; together with
the duties of the Stage Manager, Prompter, Scenic Artist and
Property Man. By a prominent Stage Manager. Price 10 cents.
Address Frank Tousey, publisher, N. Y.
HOW TO DO THE BLACK ART—Containing a complete description
of the mysteries of Magic and Sleight-of-Hand, together with
many wonderful experiments. By A. Anderson. Illustrated. Price
10 cents. Address Frank Tousey, publisher, N. Y.
HOW TO BE A DETECTIVE—By Old King Brady, the world known
detective. In which he lays down some valuable and sensible
rules for beginners, and also relates some adventures and
experiences of well-known detectives. Price 10 cents. For sale by
all newsdealers in the United States and Canada, or sent to your
address, post-paid, on receipt of price. Address Frank Tousey,
publisher, New York.
HOW TO BECOME A CONJURER—Containing tricks with
Dominoes, Dice, Cups and Balls, Hats, etc. Embracing 36
illustrations. By A. Anderson. Price 10 cents. Address Frank
Tousey, publisher, New York.
HOW TO DO MECHANICAL TRICKS—Containing complete
instructions for performing over sixty Mechanical Tricks. By A.
Anderson. Fully illustrated. Price 10 cents. For sale by all
newsdealers, or we will send it by mail, postage free, upon
receipt of price. Address Frank Tousey, Publisher, N. Y.
HOW TO DO SIXTY TRICKS WITH CARDS—Embracing all of the
latest and most deceptive card tricks with illustrations. By A.
Anderson. Price 10 cents. For sale by all newsdealers, or we will
send it to you by mail, postage free, upon receipt of price.
Address Frank Tousey, Publisher, N. Y.
HOW TO MAKE ELECTRICAL MACHINES—Containing full
directions for making electrical machines, induction coils,
dynamos, and many novel toys to be worked by electricity. By R.
A. R. Bennett. Fully illustrated. Price 10 cents. For sale by all
newsdealers in the United States and Canada, or will be sent to
your address, post-paid, on receipt of price. Address Frank
Tousey, publisher, New York.
HOW TO BECOME A BOWLER—A complete manual of bowling.
Containing full instructions for playing all the standard American
and German games, together with rules and systems of sporting
in use by the principal bowling clubs in the United States. By
Bartholomew Batterson. Price 10 cents. For sale by all
newsdealers in the United States and Canada, or sent to your
address, postage free, on receipt of the price. Address Frank
Tousey, publisher, New York.
 Secret Service.
Old and Young King Brady, Detectives.

32 Pages of Great Detective Stories.

Handsomely Decorated Covers.
Issued Weekly. Price 5 Cents.

Containing Stories of Old King Brady, the Great

Detective, assisted by Young King Brady, his faithful
young pupil.
Embracing the most daring adventures, startling scenes
and hairbreadth escapes ever published.

READ THE FOLLOWING LIST.

1. The Black Band; or, The Two King Bradys Against a
Hard Gang.
2. Told by the Ticker; or, The Two King Bradys on a Wall
Street Case.
3. The Bradys After a Million; or, Their Chase to Save
an Heiress.
4. The Bradys’ Great Bluff; or, A Bunco Game that
Failed to Work.
5. In and Out; or, The Two King Bradys on a Lively
Chase.
For sale by all newsdealers or sent post-paid on receipt
of price, 5 cents per copy, by
FRANK TOUSEY, Publisher,
New York.
 OUR TEN CENT HAND BOOKS.
USEFUL, INSTRUCTIVE AND AMUSING.
Containing valuable information on almost every subject, such as
Writing, Speaking, Dancing, Cooking; also Rules of Etiquette,
The Art of Ventriloquism, Gymnastic Exercises, and The
Science of Self-Defense, etc., etc.

1 Napoleon’s Oraculum and Dream Book.

2 How to Do Tricks.
3 How to Flirt.
4 How to Dance.
5 How to Make Love.
6 How to Become an Athlete.
7 How to Keep Birds.
8 How to Become a Scientist.
9 How to Become a Ventriloquist.
10 How to Box.
11 How to Write Love Letters.
12 How to Write Letters to Ladies.
13 How to Do It; or, Book of Etiquette.
14 How to Make Candy.
15 How to Become Rich.
16 How to Keep a Window Garden.
17 How to Dress.
18 How to Become Beautiful.
19 Frank Tousey’s U. S. Distance Tables,
Pocket Companion and Guide.
20 How to Entertain an Evening Party.
21 How to Hunt and Fish.
22 How to Do Second Sight.
23 How to Explain Dreams.
24 How to Write Letters to Gentlemen.
25 How to Become a Gymnast.
26 How to Row, Sail and Build a Boat.