At the recent annual Wilderness Extravaganza! –our September Weekend of Wilderness Skills Workshops–a long-time supporter of Earthwork Programs’ vision, T.J. Loughlin videotaped the Workshops. And then created this amazing, fantastic, beautiful video! Thank you so much T.J.! It really shows the excitement of learning that happens at our Workshops!
We had a lot of fun with this game!
Will you answer the call?
Why the River?
So what’s going on down by our rivers and streams? There is so much happening as rivers have totally shaped our world. They are constantly moving along the earth—creating habitat, moving mountains, building webs to connect us all. We have built our communities near them—as well as our farms; rivers were the “highways” of our ancestors, and today they still help us travel and navigate. They are such an important place for all wildlife’s food and shelter as well as migration routes for birds. Rivers also help generate power for our homes and industry. All of this helps connect us as a community…we even have festivals involving rivers! We learn valuable lessons about all of nature because it is all connected. This carries with it an importance of conservation, restoration and stewardship to take care of our wild neighbors and also ourselves. Let’s not forget all the fun we have too. We play and recreate on rivers–paddle our canoes, kayaks and inner tubes, swim, fish and even renew our spirit. These waterways create so much on so many levels. So let’s go down to the river together and see what is happening.
As we walk through the woods, we hear the sound of the water as it flows through the land and draws us in to get a closer look. We may hear the rustle of the leaves under our feet, feel the sand or hard-packed soil along the banks. There are all kinds of bird songs, and perhaps, one in particular that hunts the rivers—the Kingfisher is making a head-first dive, fishing with its beak. As we get close to the edge, we move slowly, so as not to startle any of the wildlife because we know that even the fish in the water can see our approach. We see the signs of our neighborhood beavers and how they may have shaped this part of the river, and there are raccoon or mink tracks in the mud. We are walking on all the stones that have been placed at our feet by the power of the river. Ahh…we have arrived; let’s take off our shoes and feel the warm stones and cool water and mud spread between our barefoot toes. We look up and around, and notice the branches leaning over the waterway to get full light; it creates a natural shady spot for many creatures from which to retreat the hot sun…and for us too.
What we notice
Surrounded by trees—sycamores, alders, basswoods and willows—we are reminded of the amazing diversity of plants in and around the water—like cardinal flower, Japanese knotweed, cattails, watercress and many algaes—in these important watersheds. Looking around, we see the riverbanks covered in many sized stones—from boulders all the way down to grains of sand and even smaller particles, such as clay, are present too. As the earth is transformed, there is a natural sorting that happens along the river bottom and the banks that we see.
Getting a closer look
As we look closer, we notice things have patterns. We are tracking the water, time and weather to understand the river ecosystem that we are currently seeing. Think of the channels of water—through rain, runoff, snow and flooding–that created the Grand Canyon. We are standing and witnessing a microcosm of that wonder of the world right in front of our eyes!
Reading the water
The water flows through in shallow areas called “riffles,” and it runs where you see turbulence in the water; this also is where the water has the most oxygen and can be the coolest part of the river in the summer. It is where the aquatic invertebrates such as caddisflies, mayflies and stoneflies and others are very active in their day-to-day lives.
The miracle at the river
There is a display of nature, and it is one of the most amazing things you can experience seeing on a river as the aquatic insects spend between several months to several years under the surface of the water, feeding and living their lives. There is a term called an “emergence.” This is where there is a constant journey of insects—from being underwater for their whole lives up until the point of cresting the surface of the water and starting their adult lives, flying for the first time and experiencing the gift of flight above the place they lived before. Being able to witness this miracle is truly breathtaking and is one of the reasons to go to the river often to “Catch the Hatch.”
Don’t miss the action
These are great spots to watch just above the surface of the water and see the insects dancing, mating and falling, creating a concentric ring that signals the fish to feed. This is where you see a phenomenon called a “rise”–the trout rise, coming to the surface; you see the cresting of the water, and if in a clear pool, in middle or the tail of it, you can actually see the fish itself…size, color and grace as it moves.
Time for a river trip
So put visiting the river on your schedule and experience this miraculous occurrence with friends and family. What kind of values do you think are instilled in your children when you create experiences and opportunities to have nature astound them? I am feeling grateful, and hope I see you down by the river.
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.
Honing skills that work beyond the wilderness
By TOM RELIHAN
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.”
“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.
The winter wilderness holds so much mystery. From that first moment that each unique snowflake drifts down from the sky, there is a certain awakening that happens…an inspiration that we have as we are curious of what’s happening outside of our walls. There is a pull—as one of my mentors, Joseph Campbell, would say: “A call to Adventure!” As we venture out of our comfort and embark on that calling, we leave the house—whether it is to go for a walk or even more daring, heading for the trails in wild nature.
As a family moving through the land, we hear the snow crunching under our feet and we see our own tracks, and we cannot help but think of the wild animals leaving clues of where they have been traveling, hunting, playing and sleeping and ultimately, surviving. So, as we continue on our way, we notice that first break in the pure white glistening expanse of snow and excitedly approach our first set of animal tracks.
As we get closer and see the trail left behind, we wonder what it is. There is a primal spark growing in us, and this connects us to our ancestors who lived close to the earth. This is like being a detective and we have our first clue.
When the children of the indigenous cultures in the far north (like the Sami people who live their lives by the Caribou and take care of the herd) see a set of tracks, the Elders would not tell them what they saw. They would mentor them by helping to foster a relationship with the animals by asking questions and getting them in their senses. “What do you see?” the Elder might ask. The child might say, “Animal tracks.” The Elder would then kneel down and look closer and say, “Hmm.” The child would then copy and also kneel down. Then the Elder would say, “How many toes do you see?” The child might answer, “Four.” The Elder continues, “Are there any claws visible in these tracks?” Child would then reply, “Oh yeah, right there!” (pointing) Elder, “Can you point which direction it is heading?” Child points and says “That way!” Elder, “What direction is that?” Child, “North…?” (questioning)
This is an example of a similar dialogue I often have with my students. This is so they put the “quest” back into “question” and build upon the knowledge they have, not only as trackers but in their lives.
Let’s look closer at this. The Elder does not GIVE answers; they are earned. There is a place for children to have their own unique self expression and for them to think outside of themselves, which creates deeper knowledge. The Elder then may explain the depth of what they saw. “This wolf is traveling alone early this morning, and you see here, where the tracks are slightly melted out, it stood here to gather information, and then headed north in a faster gait of a trot. There is a herd of Caribou that was crossing the open plains up there about a quarter of a mile north.”
The Elder knows the land intimately; his/her survival depends on it in the home of the wilderness. He is bestowing the wisdom to this child so that he, when he grows up, can contribute to the health and well-being of the land, the herd and his family. This also creates self confidence and understanding of how life is around him and their deep nature connection.
So, as we go back to our wilderness adventure, we want to ask important questions to create an “experience.” Experiential education is one of the highest forms of engagement…of learning—not rote memorization of what we think someone might want to hear, but actually reaching down and picking up the snow, looking at the tracks and allowing our imagination to dance with our physical reality.
The best way to do this is to build your own skills to start learning together and be able to take someone from the edge of his/her knowledge further. This is the ultimate goal of a mentor through self empowerment and self awareness; we ALL grow in our experiences and what we can contribute in our lives.
See you on the trail,
Frank and Arianna Grindrod
How do we get to know our place? By exploring it! Do you remember as a kid creating a treasure map? You and some friends may have had a can of special objects that you decided to hide together. The question, after deciding where to hide it, was how to find it again. You had to create a map. What did you put on your map to give you clues on how to find your treasure? You may have drawn it out and labeled, “41 paces to big rock with eye.” “Bear right at the messy grey squirrel nest in old sugar maple tree.” “Turn left at big oak tree with the large woodpecker holes” “25 feet to muddy stream with raccoon tracks.” You may have created a key with symbols you made up to equal what something was. A wavy line was a stream. A pile of dots was a large sand mound. A connected line of circles was stone wall.
Mapping your yard or a special place with you child(ren) is a delightful activity that, in addition to providing time to explore together, also teaches valuable skills learning directions, map reading, counting, line of sight, and gaining a deeper understanding of place.
Winnie-the-Pooh says it best when learning your right from you left; quite an important skill in knowing which way to turn: “When looking at your two paws, as soon as you have decided when of them is the right one, then you can be sure the other one is the left.”
“In what direction does the sun come up?” Can your child point and show you the direction of east? “Where is north?” If they are still pointing straight up then it is time to teach your child direction. When I used to teach map and compass, one of the phrases I learned as an instructor was, “Never eat soggy Wheaties.” Not one for cereal, it wasn’t my favorite but the kids seemed to think it was funny.
Once you child understands direction, it is time to look a map. In fact look at several different types together. Depending on the scale you can find all sorts of variety in the types of information the map is providing. You can look at an aerial view of you property, a town map, a road map, a geographical map. In examining the various maps, look at what types of information each map provides. Some questions to think about are: What direction is north on this map? Can you point to where are you on this map? Does this map provide a key? Does is it give you an indication where people live? Where wildlife live? What do you notice most on this map?
A family that maps together…
Together, go out into the woods and hide an object of value to each of you. Then decide how you will find it again. Be sure to bring paper and crayons or colored pencils. Sit together and draw the area you are in. You can decide together what a variety of symbols in your key will mean. Five green triangles is a white pine stand. A blue circle is the pond and the blue circle with green sticking out of it is the marsh. Allow you and your child’s creativity to really come out. Next work together to how you are going to get back to the spot. Take notes as you back track and the retrace your steps. Ask your child if she wants to count in feet or paces. A foot is one step. Agree whose step – yours or hers? A pace is two steps. Plot out the trail and decide what natural features will help you remember how to get back to your treasure. Make sure your child can get back to the treasure. Then leave it out there, being sure it is protected and hidden and then wait a few weeks and then, creating a special time, go back and see if you can find it again with the map you both created.
Do you know the song, “Follow the Drinking Gourd”? Before the Civil War, this was a song-map to help slaves find their way to freedom. If your child is more interested in writing then drawing, mapping out the treasure hunt through a song or story is also a fun way to learn about your surroundings. Together decide on what natural features are prominent and then create a story or song to map out the trail to your treasure. I remember one year while working camp, my co-worker and I created a song-line scavenger hunt, “Follow the Rocky Road” to the tune of “Follow the Drinking Gourd” that led to a special place. Each camper was responsible in remembering a line of the song that provided a hand rail to the next land feature. We told them the order that they needed to sing the lines in and everyone had to be on lookout while the one camper sang the line and repeated it until we found that particular natural feature. It was great fun and the girls were enthralled to discover a kiva as the surprise. We all clambered down into it and sat and sang the song all the way through in the dark.
As your child increases mapping skills
Map reading can provide a sense of empowerment. Next time you are on a family trip, tell your child the destination and ask him to follow the lines on the map to figure how to get there. Let you child know, “As the navigator, you are in charge of plotting out the best possible course to our destination.” See what your child comes up with. Be sure he is looking at the correct lines, else you may be paddling your way along a blue ribbon.
By allowing your child to participate in getting to a destination, you are engaging their mind. Your child is actively looking for markers that help in knowing where and when to turn. They are developing their awareness skills. By practicing mapping skills they develop confidence and competence in trusting themselves. They also learn how to feel safe and comfortable in a variety of habitats, whether traversing a foot trail or bicycling to the ice cream stand or a taking trip to Grandma’s house.
So have fun! Be creative! And see in the outdoors!
There’s a real power in naming places in Nature. This transforms your yard, back woods, special hiking or camping area into a magical land of possibilities!
It’s one thing to be in the woods by that tree over there, but it is quite another to share a story about a place you have had a rich experience in where you saw raccoon tracks. It creates a hook of wanting to know more about the raccoon’s habits and life, and discover if there are more of them and if they had kits this year. The power of imagination and our deep connection to place can really awaken. This can be a way to bring magic, mystery and excitement back into our daily routine.
We live in a world full of changes and notice the technological advances that are happening–the power of TV pulling us all in where we can just sit there for a few minutes which turns into hours. I have noticed there seems to be this need to be constantly “plugged in.” This is embedded in our culture now. It is difficult to go through the day without being plugging in or seeing someone else having “screen time.”
It is believed that our environment shapes us; that what we are surrounded by consistently and our mind focuses on and our senses take in becomes our reality. So what do we do about this culture of which we are a part? Make it a habit to get into the outdoors and plug into Nature!
Nature has its own “screen time.” When you go out in nature, there’s a potential of experiencing a theatrical play. The story of the sharp-shinned hawk who visits your feeder daily may be seen as the dark force; however, the hawk is there waiting for a song bird to drop her awareness so that he can feed his young. The next day, there are cardinal feathers found right near where you see that bird retreat to when you walked outside your door. You may ponder, “What happened?” Now a story is born; one that reminds us of the delicate balance of life and death. Maybe it is as simple as what you learned from the cardinal at your house. In that initial story, we may feel the pull to go out and watch the birds at the feeder, noticing things completely differently.
Insert Nature Mentor
Then Dad or Mom starts asking questions –
Dad: “Did you see those feathers? What color were they?”
Daughter: “Red, bright red.”
Dad: “What birds are red around here?”
Daughter: “Uh, yah, a cardinal, maybe?”
At this point your children are on a journey OUTSIDE even though they are in the house talking with you. This is the power of mentoring! They are going back in their “mind’s eye” and trying to picture the event. This is a very common practice of how native cultures mentor their children. They create associations and a compelling desire of wanting to go back and look. The human nature of wanting to figure out a mystery is deeply embedded in our psyche. We just have to piece it together, take it apart, have it make sense, have a connection to it. To strengthen the connection, together come up with names of these special places in your yard: “Hawk’s Spot,” “Dinner Plate,” “Raccoon Trail.” As a mentor, you can encourage your child to map the yard with all the adventures and mysteries you both find there.
The next step is going out together and letting your child find the area and become a detective while you serve as observer and questioner. This allows you to put the “quest” back in question. This allows your child to feel like it is his/her discovery. There are so many other layers you can integrate too.
In just this story, can you see the power of influence to create nature connection and fostering an understanding of place? This in itself is transformative. Try it; see what happens, and share with us your results and learnings.
Another Story and the Effect of Seeds Planted over Time
Often people ask me, “How do you help kids connect to nature?” I usually tell them it is about establishing core routines; a special place and time in nature over and over where it builds on itself.
Over five years ago, during a class, we were off in the woods, exploring while on our way to the camp where the students loved to spend their time. We stopped to take off our shoes, going barefoot to feel the earth under our feet. I shared a little story and described a natural way of quiet-moving called “fox walking.” Everyone slowly rose to their feet and started to practice this way of movement and awareness.
There were background sounds of trees rustling and birds singing and the soft sound of leaves under our feet. The sound of a call was off in the distance to our north then it stopped. No one really noticed but then a few minutes later it screamed above us in a high-pitched voice. We were all shocked, but in a good way. We looked up and saw a giant silhouette of a bird; a huge wingspan just above the tree line. It cast a big shadow then circled to the south. The call repeated. Everything seemed to stand perfectly still in that moment; as I looked around, I saw the children mesmerized by this majestic brown bird with white head and tail—a Bald Eagle was visiting us. As the one eagle flew with such grace, we all noticed we were sharing a special moment, for some had never seen an eagle before and this marked that special day. Others never saw one this close. The look on their faces was awe and inspiration. Then I noticed there was another eagle flying over to the first, then another, and another, until there were six eagles in all circling this small group of barefoot children of the earth. Everyone was even more amazed at this miracle.
This place was then named by all of us present that day. It is now “the place of the soaring eagles.” Now whenever we return to this land, the children often say, “Let’s have snack at the place of the soaring eagles.” When a new student joins our community class, the kids share this story which not only introduces and includes the new child into the story and our community, but also deepens the connection of place for the storyteller. The kids also bring their parents to this spot and share the story with them, which helps foster and deepen the parent-child relationship.
One last thought: I have been practicing this core routine with many children over the years, my own daughter included. One of my magic moments, just recently, was driving down Route 116 with my now teen-age daughter and her saying “Bear Pass,” which reminded us both of seeing a bear crossing at that place and watching it together many years ago. It made me quite the proud Papa to know that what we shared years ago is still retained in her memory. This is the lasting impression of mentoring and the power of naming.
Hope you enjoyed our stories and now understand the power of naming places in nature. Until next time, enjoy your journey into the outdoors.