Earthwork Wilderness Survival Training School | 413-340-1161

Hunter-Gatherer

Making a BowMonday, August 8-Friday, August 12, 2016, 9:00 a.m.-3:00 p.m.
$315-$375, sliding scale; $150 nonrefundable deposit required.
For Preteens & Teens

Introduction to hunting and gathering.
Learn how to skin an animal, process wild food, primitive cooking, make net bags and cordage, primitive fishing (stone and bone tools). As time permits, we may work on bows.

REGISTER HERE

SUMMER CAMPS 2016 SCHEDULE

ALL Summer Camps (Leader in Training, At Home in the Woods, Way of the Scout and Hunter-Gatherer) are held in Conway, MA.

All weeks are Monday to Friday, 9:00 a.m. to 3:00 p.m. EXCEPT JULY 4 WEEK–Tuesday, 7/5-Friday, 7/8.

June 20-24: At Home in the Woods SC1, ages 7+
June 27- July 1: At Home in the Woods SC2, ages 7+
July 5-8 (Tuesday-Friday): At Home in the Woods SC3, ages 7+ ($252-$300, sliding scale, for 4 days)
July 11-15: At Home in the Woods SC4, ages 7+
July 18-22: At Home in the Woods SC5, ages 5 to 7 AND 7+
July 25-July 29: At Home in the Woods SC6, ages 7+
August 15-August 19: At Home in the Woods SC7, ages 7+

(As weeks fill, we will note **FULL** and will start waitlists for those Programs.)

Unless noted, all weeks are $315-$375, sliding scale, per child per week ($150 nonrefundable deposit due upon registration)

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SPECIFICALLY FOR PRETEENS & TEENS:

Leader in Training 2016–July 5-8 (Tuesday-Friday): Leader in Training*, ages 12+. $252-$300, sliding scale, per child (FOR 4 DAYS) ($150 nonrefundable deposit due upon registration).
* Leader in Training: Specifically for those interested in becoming a peer mentor (see below for more)
Way of the Scout—August 1-5, ages 10+ (pre-requisite: child must attend At Home in the Woods or an Earthwork Programs weekly seasonal Program prior to attending). $380-$430, sliding scale; $150 nonrefundable deposit required.
Hunter-Gatherer—August 8-12, ages 12+. $315-$375, sliding scale; $150 nonrefundable deposit required.

In the News!Wilderness Survival, Primitive skills and Nature with kids

Earthwork Programs is grateful for all the press we received this Summer! The Recorder and the Daily Hampshire Gazette visited our At Home in the Woods and Way of the Scout Summer Camps and captured the moments…

“Research shows that kids can’t identify many common plants or trees in their environment, but they can identify 500 corporation logos,” Grindrod said. “Imagine what they would know if learning about the environment was instilled in our culture rather than learning how to be good consumers.”

Arcadia Wildlife Sanctuary, Hitchcock Center, Earthwork Programs connect children and environment

By FRAN RYAN Gazette Contributing Writer
Wednesday, August 6, 2014
(Published in print: Wednesday, August 6, 2014)

On a hot summer day in mid-July, Rainier Jewett, 8, of Florence rose up from the underbrush in the woods of Conway covered in mud and forest debris and sporting a broad, sly smile.

Then several more young campers, including Caleb Schmitt 13, and Ari Benjamin 10, both of Williamsburg, also emerged from the forest. They were all participating in a summer day camp run by the Earthwork Programs.

Frank Grindrod, is director and founder of Earthwork, which offers wilderness education programs and teaches emergency survival and self-sufficiency skills. Grindrod described how his programs help people of all ages learn to broaden their ways of seeing, in order to understand, survive, and thrive in the natural world, and along the way he paused to talk about plants that were native to the area.

…click here to read rest of the article…

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Honing skills that work beyond the wilderness

By TOM RELIHAN
Recorder Staff
Sunday, August 24, 2014
(Published in print: Monday, August 25, 2014)

CONWAY — Frank Grindrod has noticed a trend that disturbs him deeply. To see it, he said, all one must do is compare a child’s ability to recognize corporate logos to their capacity for identifying wild plants and animals.

“You show them a ‘Hello Kitty’ logo and they’re like, ‘Oh, I know that one,’” he said, as we walked through a dense pine forest in Conway. He stopped to bend down and examine a patch of leafy green plants on a plot of land, which had sprung up under a rare, sun-soaked gap in the canopy. Cupping the leaf of one plant in his hand, he said, “But you show them one of these, and they say, ‘Uhh … a fern?”

That trend — one he defined as a decline in knowledge of and appreciation for nature among young people — is one he is determined to change.

“A lot of the nature education is on the surface,” he said. “Some of the kids are good with their hands, and that’s great, but for the ones that aren’t, we feed them stories that they can then share with the group. That way, everyone gets a specialization and it grows exponentially.”

…click here for the whole article…

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“I began to wonder why some kids weren’t out in the park or playground and needed to have everything spelled out for them and facilitated,” Grindrod said, noting that when he was growing up, that type of thing wasn’t as commonplace. “We spent most of our time in the woods, and everyone just had a special call or bell when it was time to come home.”

Learning naturally: Nature programs take the classroom outside

Story by Tom Relihan & Fran Ryan
Wednesday, August 6, 2014
(Published in print: Saturday, August 30, 2014)

As he crested a densely wooded, moss-covered hill in the middle of Conway’s pine forest, Edwin Anderson, 13, of Greenfield yelled, “Wow, come and look at this!

At his call, a half-dozen other kids scrambled up the hill. Some dropped to their knees as they examined a huge brown mushroom protruding from the pine needles on the forest floor. Moments later, Frank Grindrod of Conway knelt in the middle of the group and began to inspect the fungal wonder.

“See how it’s all shaggy on top and on the stipe? This is called ‘The Old Man of the Woods.’” he said. “Oh, and look at this one!” he said, picking up a piece of bark with a couple of fuzzy, pink mushrooms growing on it.

“It looks like the Lorax!” exclaimed one of the campers.

That day, the kids were out in the woods as part of Grindrod’s Earthwork Programs summer camp, which he runs to teach children about nature and develop skills that they can use in their everyday lives.

…click here to read more of this article…

 

“The Pharmacy Is All Around Us”

On November 11, 2013, Frank Grindrod made his first primetime appearance! Here’s the segment from Chronicle, Main Streets episode (you can scroll in about 2:49 minutes to see Frank’s portion about wild edibles; or you can watch the whole segment to see some of our community).

Wild Edibles with Frank Grindrod of Wilderness Survival Training School Earthwork Programs in the Hills of western mass from Frank Grindrod on Vimeo.

The White Pine

Historic White Pine—Past , Present and Future…How the Land, People and Culture Were Transformed

Join me as we walk out into the forest with the snow underneath our feet, looking at the stories that the land holds for us. We see the majestic pine, the one that grows tall through the canopy, like a cathedral, and if you are still and quiet, you’ll hear them whispering. This is an incredible sound…the song of the whispering pines. Throughout the land, we see the majestic white pine that towers over the other trees and is the one that stands out similar to Mount Monadnock amongst all the older mountains that are now rolling hills.

Bears and Pines: Bears use these trees for their height and safety for their cubs. They also use them to keep cool in summer; taking a dip in the lake then climbing these trees close to the top, they sway in the breeze, “evapo cooling” in the treetops above where the wind is. They are brilliant. Next time you’re in bear country, look up and see them chilling out. Check out Lynn Rogers bears.org for amazing facts about bears.

Our Feathered Friends: I have seen countless pine trees having a height of 50 feet or more, and so many of them have squirrel nests (also called drays), hawks’, crows’ and even owls’ nests too. There are so many types of birds—from song birds to raptors and even water birds—where pine provides an important role in their daily life. If you look carefully under these trees, you can find feathers, skulls, bones, pellets and more.

A Historical Perspective: Long ago our white pine was shipped all over the world—England, Spain, Portugal and Africa—for its amazing quality of wood used by woodcarvers, furniture makers, and home builders too. One of the most important things was using the wood for the masts of ships. Every dominant white pine had the Royal Navy’s mark of the King (this was the king’s broad arrow)…a slash that was visible for all to see and it meant that this tree was the property of the English crown. This is what prompted the first of our forest conservation laws, which we still have today.

Today We’ve Learned So Much from our White Pine: We learned from our ancestors, the Native American people. When the Europeans first came over, they got sick, often with scurvy, and the native people helped to heal them with the white pine tree. Vitamin C is in the white pine tree. These photographs show how to make White Pine Tea, which is high in vitamin C (higher than any citrus in the world).

Being able to make white pine tea primitively—rock boil water in a container with the use of fire, and steeping the needles and a using a mortar and pestle in order to get the most amount of surface area to access the properties of the needles—is very empowering to connect with another perspective which helps our relationship with nature.

This tree also contains powerful antioxidants, pro vitamin A and vitamin E along with several B complex vitamins. It also contains several minerals, including potassium, sodium, calcium, magnesium, phosphorus, iron and manganese and amino acids.

There is much that we can learn from the white pine…let’s remember that the next time we see one.

Missing Conway Boy Alive After 18 Hours in Freezing Woods

NOTE FROM EARTHWORK PROGRAMS: We are so glad that Cameron was found! We wish we could have been involved in the search in some way…tracking is what we do!

But it also reminds us that we all need to know what to do if/when we are lost–it does happen. Earthwork Programs has been providing wilderness skills programs for more than 10 years. In fact, we were recently at Sanderson Academy with our Lostproofing and the Art of Shelter Workshop and we held an Introduction to Survival Skills Workshop for the community. These are truly useful skills!

Currently, Earthwork Programs is working on grants to bring Lostproofing Workshops to Pioneer Valley schools…


Missing Conway Boy Alive After 18 Hours in Freezing Woods

By Matthew Campbell
Story Published: Nov 25, 2010 at 5:08 PM EST
Story Updated: Nov 25, 2010 at 8:54 PM EST

Some are calling it a Thanksgiving miracle. A seven year old boy lost for nearly 18 hours in sub-freezing temperatures manages to stay alive.

At 9am on Thanksgiving morning, after 18 hours of anguish, Cameron Pleasant’s father can finally relax. His life is back to normal knowing his once lost son was alive and well.

Pleasant jumped into the ambulance that carried his son, hugged the EMT, then proceeded to give Cameron the biggest embrace ever.

A day before, Cameron sparked one of the biggest searches Western Mass has seen all year long.

On Wednesday night, police say the 7 year old Cameron wandered away from his backyard on Mathews Road and vanished into the Conway woods. For 18 hours, he was alone, battling the bitter cold with just a red jacket, a hat and gloves for warmth.

A reverse 911 call was sent to the entire town and soon, hundreds flocked to Conway Grammar School, where Cameron was a first grader. Almost immediately, his place of learning turned into command central for his rescue.

“State Police, EPOs, from the barracks, the Conway police and fire department,” were some of the crews assisting, says MA State Police Lt. Michael Habel.

Lines of tactical crews and hundreds of regular residents piled in. Hours went by as they all combed the woods on ATVs, but there was no sign of the missing boy.

“We listened and waited and listened to helicopters and we were just hopeful,” says neighbor Kathy Desch.

The turning point came in the morning hours. Hours after dawn broke in Conway, searchers were able to spot young Cameron, perched on a ridge.

Cameron was rescued, 3/4 of a mile away from home in a very treacherous part of the woods.

“It was extremely rough terrain, it’s very mountainous and rocky,” Habel says.

The red jacket Cameron was wearing burst through the barren trees, and made the young boy easy to spot. It led to an emotional reunion.

“I’m so delighted. I’m thrilled for them. I was wondering if it was going to have a happy ending. It was very cold last night and we were very worried,” Desch says.

All of the worries were put to rest. Cameron, despite his overnight ordeal, was well enough that an ambulance, instead of a helicopter, rushed him from Franklin County to Baystate in Springfield.

Hospital officials say Pleasant is in good condition.
via Missing Conway Boy Alive After 18 Hours in Freezing Woods | CBS 3 Springfield – News and Weather for Western Massachusetts | Local News.

How Are We Connected?

by Arianna and Frank Grindrod

John Muir observed, “When we try to pick out anything by itself, we find it hitched to everything else in the Universe.” Let us take a moment to shift out of the Nature-Culture dichotomy paradigm and recognize that humans are part of Nature and that as a very young specie we have much to learn from our co-habitants.

Life is interwoven, interconnected, interdependent. We humans need what the land has to offer, just as other species do. In a very real sense, we all need one another. Humans would not exist without plants and other animals. We need them for food, resources, companionship.

In exploring our interdependencies, let’s see how many connections we can see in the web of life right here in our beautiful home of Western Massachusetts.

Take a look in the mirror. There is you. You are one, whole being. But wait, there are several systems within you, as within all multi-celled beings, that help to keep you alive and functioning. One example is the digestive system. In the intestines are bacteria. Intestinal bacteria are helpful to the elimination process. Yes breaking down the waste for pooping is important. This is a “nested system”; a whole within a whole, as a bacterium is a whole being in and of itself. Review another nested system, your family; several whole beings existing together and relying on one another for their wellbeing. Consider, why do your parents cook for you? What is their motivation? Parents, think about this? Why do you care? Why do you feed your children? Caring is innate trait in many mammals. A baby cries, a pup yips, a kitten mews and there a “switch” in the adult’s brain that turns on in a need to provide, to nurture, to nourish. Extend this nested system into the community realm. You may not always LOVE your neighbors, however, there are times when you may rely on them. Relationships are about discovering ways to live in a habitat together; helping one another to get through tough times and celebrating one another in triumphant moments. Extend outwards into the environment and observe your wild neighbors…no, not the humans down the street throwing a party, the other animals; raccoon, beaver, dragonfly, ant, hawk, sparrow, minnow, trout, toad, salamander, turtle, snake. Take a moment to think about how you are part of the habitat you inhabit. What connections in your life do you notice between your family, your friends, your school environment, the foods you eat, the water you drink, the wild neighbors you see and affect? At each level, from the body to the family to the community to the environment, there are a plethora of interactions and though each system is whole in and of itself, it is also interdependent with other systems.

As educators and parents we can encourage our youth to not only notice and observe these connections but also to celebrate them. As children feel their connectedness to life around them, they are empowered to more actively participate in living in agreement with the environment in which they live. When does a child feel empathy? What was that first moment, when you remember your heart reaching out? Was it a neighbor who just dropped his ice cream on the pavement; a pet whimpering for attention; a wriggling worm you held in the garden; a dead raccoon you saw on the side of the road; a deer and fawn who stumbled upon you in the woods before racing off the path?

There are several engaging ways to access this concept of interdependence with children. The following are a few fun activities to explore with your child or students.

Ravens & Wolves, Crows & Coyotes: Crows and ravens recognize coyotes and wolves as “carcass openers” (yes, like a can opener) and will actually caw in these predators to a prey or a dead animal. The canines recognize the corvids cawing and will pursue to the food and consume it. The corvids know that eventually they will have their turn at the carcass and get a meal too. Wolf researchers observed the behavior and thought it curious as to why two very different species, a bird and a mammal, would take advantage of each other’s skills and work together. But the observations do not end there. These corvids and canines will also play tag with one another; chasing each other back and forth. Really, play tag with a known predator with sharp teeth? Yes! So here is the game. Team up in pairs. Decide who will be the crow (or raven) and who will be the coyote (or wolf). As this game can be played between a parent and child or a classroom of students, it is very easy to adapt. To start, the crows run down the field and pretend they have found some delicious dead deer. Crows will then caw to the coyotes and coyotes, run down to the crows, pretend to eat their fill of the deer and then the crow will tag a coyote. The coyote will then chase that crow and tag them and then the crow will turn around and chase and tag the coyote and so on. When partners are pooped out, the crows can then eat their fill. The parent or teacher can then discuss the dynamics between these two incredible wild neighbors.

The Special Biology of Lichen: Crows and coyotes are interdependent; at the same time they don’t need each other. They can hunt and forage on their own. Lichen on the other hand are mutualistic; they do need each other. Lichens are composite, symbiotic organisms made up from members of as many as three kingdoms. And they live their lives so close, in such a cooperative form, that scientists needed a name to describe them, hence, lichen. The dominant partner is a fungus. Fungi are incapable of making their own food. They usually provide for themselves as parasites or decomposers. Lichenologist Trevor Goward, describes the relationship thus; “Lichens are fungi that have discovered agriculture”. Fungi are the farmers, and algae or cyanobacteria (formally called blue-green algae) are the livestock.

Lichen are easy to examine in any season. They can be seen with naked eye and though hand lens are helpful for focusing in on these small beings, they are not necessary. They grow in the leftover spots of the natural world that are too harsh or limited for most other organisms. They are pioneers on rock, sand, cleared soil , dead wood, animal bones, rusty metal, and living bark. Able to shut down metabolically during periods of unfavorable conditions, they can survive extremes of heat, cold, and drought. There are four basic lichen types that can be found in New England. Take your child or children out into the woods and examine these fantastic examples of interdependence.

o Crustose lichens form crusts that are so tightly attached to the rocks, trees, sidewalks, or soils they grow on that they can’t be removed without damaging the substrate.

o Foliose lichens are somewhat leaf-like, composed of lobes. They are relatively loosely attached to their substrates, usually by means of rhizines. Their lobes have upper and lower sides and usually grow more-or-less parallel to the substrate.

o Fruticose lichens are the most three-dimensional. They’re usually round in cross section and most are branched. They can be like little shrubs growing upward, or they can hang down in long strands.

o Squamulose lichens have scale-like lobes called squamules that are usually small and overlapping. Lichens in the genus Cladonia have squamulose bases and often have fruticose fruiting structures called podetia.

Lichens are indicators of healthy air quality because they get their nutrients right from the air. So here is another example of interdependence – if lichens are indicators of healthy air and we see them, we know the air quality is probably pretty healthy. On the other hand, if we are not seeing many healthy lichen, than we know that it is time to make some changes in the way we impact the air quality around us. Cause, we breathe that air too, so it is our best interests to change our impact – good for us and for the lichen. So we are likin’ those lichen.

The Nested Systems Search: Find a bird’s nest or hold up a photo of one. Any one will do. What is this? Yes, a bird’s nest. What is it used for? Yes for holding eggs and chicks. You can see the boundaries and yet, this little nest is only one part of the birds’ home. The nest is nestled into a bigger system. What is this nest part of; where did the bird’s parents find these materials? The forest. So the nest is nestled in the forest. What is the forest nestled into? You can name the town you are in; the watershed, the state, the bio-region, and continue to extend outward until you include the whole Earth system. Now briefly let’s go backwards from the nest. It holds a bird and the bird itself is not only one entity, it is also made up of many living cells. There are other minute beings, such as bacteria, also living on and in the bird. Systems living within systems. And each level interacts and is interdependent with other systems. Challenge your students to explore woods and look for examples of interdependence and nested systems. Ask them to share their findings about how systems fit together.

Song “We’re All a Family Under One Sky”: A sweet way to end your experience for the day is to sing about what you found. Have participants interject various species. Repeat song several times.
“We all a family under one sky, a family under one sky!
We’re chickadees! We’re maple trees! We’re gray squirrels and lichen too!”

Think about what you eat, where you live, how you get around. All these things come from the Earth. Human culture is not separated from Nature; we are part of it. We exist because of it. And – we are all a family under one sky, a family living within this incredible system – Earth!