Answering Your Earth Skills Student Questions

Every so often, I will get questions by email that pertain to the Earth Skills Correspondence Course, and as I answer them, I think to myself 'I bet other students have questions similar to these, too.'    So I thought I would share them so they are available to all of you out there who are into wilderness skills. Feel free to send me your own questions and I will answer them here when I get a chance.

From EW, from the Rochester, NY area (Now relocated to North Carolina):

Question 1:  Weather - I'm having a heck of a time learning clouds - do you have any learning devices that help? I feel I'm just going by rote memory- read the book, look at the sky, and then try to memorize both for later reference - days pass and I'm looking at the sky unable to remember is that a 'this cloud' or a 'that cloud'?! Any thoughts on what to learn first and how?

Okay, this is a good question.  It reminds me a lot of people first learning about trees, and how at first, they all look the same, so it is overwhelming.   However, the key is to divide and conquer.  (Just like learning your trees!)   You want to start with the easy ones, the big ones, and learn those first.   For example, Cirrus clouds are easy.  They are wispy, thin clouds that are high in the atmosphere, made up mostly of ice crystals.  They are also called Mare's Tails, because they look like the long tail hairs of horses.   They appear at the uppermost edges of a new weather front, and often bring a change of weather.  

Barry Keegan prepares a fire for our primitive pottery class, under
a sky of Mare's Tails (Cirrus clouds).  Autumn, 2007

Read about them in your weather resources, or look them up on Wikipedia, or Google them for different images, and then look for them every chance you get.   As you get familiar with Cirrus clouds, you will start seeing them all of the time.   And that will get you going.  Next you can add Cumulous clouds, which are big, white, fluffy, cotton candy type clouds that aren't all that high in the atmosphere. Start researching and checking out pictures and you will see them everywhere too...

Classic Cirrus clouds, or Mare's Tails, over the
Hawk Circle Barn last summer...

A bone harpoon with fluffy Cumulous
clouds in the background.

The basic idea is to start small, and ask yourself questions like, how high up is that cloud or cloud system?   What direction is it coming from?   How fast is it moving?   Does it look like it contains a lot of moisture?   Is there light penetrating or illuminating it from within, or is it dark and thick?   (Usually the darker a cloud, the more dense and moisture filled it is.)

Weather is something that you can learn but it helps to do some journaling and see what happens after you start seeing different clouds.   It is a practice in awareness, and it will aid your skills of tracking, survival and every other skill, because the details of the weather are part of every skill, and the weather changes all the time.   But start slow and take your time with each aspect of understanding.

Cumulous clouds over the
Tablelands at Gros Morne
National Park, Newfoundland

Special Note:   Many times, your sky will have two or three different types of clouds at the same time, in different atmospheric levels, moving in different directions.  So be aware that you might be seeing a number of things going on, and don't get too confused or frustrated about it.   Just go with the flow!

Question 2:  This question was inspired by a post on one of your blogs - snow on a debris shelter in the winter - if you're confident in the shelters strength (good ribbing and ridge pole - lots of leaf matter, etc) -should the snow that falls on the shelter stay or be removed??

Musician and Wilderness Guy Sean Rowe digs through the snow
 to get to his shelter during a snow storm...

If you have a good shelter, with a strong ridge pole, and you know you have good, sturdy sticks as part of your shelter, then having snow covering it will be extra insulation (snow is an excellent insulator) and make your shelter very warm.   Snow will cut out the little leaks and places where the wind pulls warmth from you.   Snow will actually form a shell around it as it grows and thickens, and it will be warm, quiet and snug.   Even two or three feet of snow should still be fine on your shelter.  

One concern would be wet snow, which is very heavy and you could always take some of the snow off if you notice your ribbing or ridgepole getting pushed down or in.

The big concern with adding snow over your shelter is making sure you have some air holes and air flow in your shelter so you don't suffocate.   You need to make sure your door opening has some space to let air in and out...   Be sure to check it if you start getting some snow falling heavy that your doorway air hole is clear and open.

Does this make sense?   Also, if you live in an area with lots of wet snow and freezing rain, the snow might keep your shelter from drying out when the weather gets warmer, so in that case, you might want to scrape off most of it as the weather changes.

Remember that your shelter should be built with strong sticks and brush, a good ridgepole that doesn't flex or has Y-stick supports under it, and about three feet thickness of leaves, ferns, grasses, pine needles or other natural material to insulate it from the elements.   Built properly, you wouldn't even know it snowed outside if you were inside when the storm started...

Stay warm and dry and hope this answered your question.


Question 3:  On cordage - do you have a good resource about the various plants used for cordage and when is a good time, better time and bad time to collect the plant material? Tree bark - good in the fall, okay in the summer? What about nettles? Or cattail leaves? It would be nice if the resource also noted what materials might be good for what projects- cattail (from what I've read) in not as strong as tree bark - How to process each plant would be great too! Too much to ask for from one book?!

Milkweed stalks found by the roadside,
mid February, 2012

This is a great question and I don't think there is a definitive answer to this one.   There are a lot of guides that list wild edibles and when they are best collected for use by season, and I think Tom Brown has a guide to utilitarian plants in the back of his "Living with the Earth" field guide, but I am not sure if they will tell you what season to gather and all that.   In many cases, it is something you have to learn about in your particular area, as you go.   Maybe there are other resources that some readers of this blog or the students in the course can recommend.   Anyone?

Dried milkweed stalks
ready for storage!

I have on my list of books to write these very subjects so all I can say is that they are in the works, and I will try to complete them as I can, and until then, try to learn which plants and trees have cordage fibers in your current location, and if you get those to me, I can tell you how and when to gather and process them for the particular project that you have in mind.   I also did a blog post last winter about gathering materials, which might help a little.

Soft, silky milkweed fibers,
ready for twisting...

And yes, cattail is definitely not as strong as most tree barks or even other plant fibers!   But woven, they are nicely tough if they are treated well, so they are a wonderful source of good, warm fibers!   Makes good mats, bedding and shelter thatching (the leaves, that is).   Good luck and thanks for asking these great questions!

The Perils of Over Inspiration: The Dilemma of Modern Wilderness Skills Instructors

Heading into the wild for the Hawk Circle
winter survival trek.

 I saw this article recently and I was both saddened for the man who succumbed to hypothermia, his family and for the instructors and wilderness school who taught him some of his initial skills, and for our wilderness education field in general.   It made me take stock yet again about the power and responsibility that we, as instructors of wilderness living skills, have, and for the ultimate impact our teachings can have on our students.

I have to add that there were many things missing in this article, including details about the types of gear he was carrying, his mental status, his family or relationship quality and other things that can come into play, like the weather at the time, and food choices or availability.   It doesn't go into whether he had practiced and trained for this outing, or what his level of experience was and many more questions we all could think of to ask about this person and the specific circumstances of this tragedy.

In the short of it, that stuff doesn't matter.   He died.  He died trying to live off the land, and practice the same skills that many of teach and share every day.   And that should sober us, and make us think long and hard about how we teach, how we practice, and how we prepare our students, who might someday try a similar sort of walkabout.

The Cherry Valley Creek: 
So Peaceful and Tranquil,
Yet Great Perils Lie for the Unwary!

It's easy to dodge our responsibility, if we choose.   "Hey, it's not one of my students.   My students would never do that."  I think it is natural for the first response to be one of defensiveness, to protect ourselves from any part of blame for this avoidable tragedy.   I know that some of that was running through my head at first.

However, it leads me to thinking about how we inspire our students.  I thought about how I was inspired, long ago, by my teachers, like Tom Brown, Jr, and John Stokes, and Jake Swamp.   I thought about the ways they inspired me, and, at the same time, balanced that with appropriate cautions and warnings in the right amounts too.   Tom used to say (and probably still does) that "the Earth will never hurt you, as long as you move and flow with it".   I believed this statement, and still do, to a degree.   But I also know that there are people who could take that statement and walk out the back door into the wilderness fully believing in it, and die a few hours later because they didn't really know what it meant, and they took that one statement out of context of a larger perspective and body of knowledge.

In other words, Tom spoke those words to us, as adults, and in the context of a full week of immersed learning and focused teachings.  He knew we weren't going out the door at the end of the day, or couple of days, and he had time to share the full spectrum.   I know, because while 20 percent of his teachings had this same type of beautiful, inspiring harmony, there was another 20-30 percent that lay in vivid stories and teaching that scared the crap out of me.   It balanced out.   It made it complete, and left me with days and nights lying in bed and going back and forth, always thinking things like:  "Am I ready to go into the woods yet on my own, to live this philosophy?"   "Have I practiced enough, to where it is reliable and a part of me?"   and "what the heck does that mean, 'the Earth will never hurt me as long as I move and flow with it?'  What is 'flow' anyway?"

Brian Sullivan heads into the wild 
for a spring survival test.

You can see, this topic is complex.   It has a lot of threads, and has few easy answers.   It is something I think about while working in our barn, mentally preparing for summer camp, or on the long drives through the rural New York countryside, heading to a meeting or after school program.   In the past few weeks, I have come up with a couple of ideas so I thought I would lay them on you and see what you think.

First, and easiest, is to Balance Inspiration with Hazard Awareness.  Give equal time to each area of your program, and tell stories on both ends.   Yes, it is great to share the wonder of seeing an early sunrise on the banks of a river, or hike in the moonlight, or whatever.   Those things are amazing and can help us feel like we are walking in the footsteps of the ancients.   But it is important to also share stories of hypothermia, of adequate nutrition and caloric intake on a wilderness trek, especially for teens and young adults.   You don't have to do it all at once, but make sure you do it.  Seriously.

Second, make sure You are Modeling Safe Behavior.   This means bringing a first aid kit on your treks and outings, and know how to use it.  Get certified for CPR and all that, so you are trained up and professional.   Wear warm clothing and gear when appropriate, and don't cut corners with safety in your programs.   Bring flashlights and headlamps, and make sure all staff carry them as well, even on short day hikes, just in case.   Bring warm clothes even on warm days, in case someone gets cold or immersed in cold water in an accident.   Don't model behavior that could be dangerous in front of kids that could easily begin mimicking your actions in unsafe ways.  

Hawk Circle Assistant Director Randy Charles 
teaches students about respect for the bush.

Third, Teach from Your Own Mistakes.   In other words, share your failures, your times where you forgot your rain coat, or got lost, or built your shelter poorly, etc.   If you don't have a lot of those, then you have to use other people's misfortunes or learning stories, changing the names if necessary so as to not embarrass anyone.   Doing this will help your students see that it is possible to make mistakes, and to fail, and to have to work at these skills, and that they don't come easy.   It helps to hear stories about how much practice it really takes to make a fire in the rain with one match, or skin a deer at -3ºF or whatever.

Fourth, Emphasize that there is Nothing Wrong with Using Back Up Gear while you are Learning.   I think this is pretty self explanatory, but hey, I have to say it.   And an addendum to this one is Watch out for The Crazy, Passionate, Over-Inspired Student!  This is where your mentoring really has to kick in.   You have to be willing to make sure that students are also modeling smart, safe behavior, and if they don't, then let them know they might not be able to stay in your program.   Not as punishment for being inspired, but as a safety issue for other students.   And for the safety issues for themselves.  

In  those situations, you have to find ways to get through to that person, not in front of the group where they might be embarrassed or feel self conscious, but at another time, discreetly, and have many as many conversations as necessary to help them value their own life, and others nearby.   What will help is if you have developed a bond of trust, and if you communicate through that trust, and really listen to what they are saying, and hearing whether or not you are getting through.   It takes time, and it isn't easy, but this is what we do.  This is what makes us good and real and awesome.

Ryan Smith cooks over an open fire on
his wilderness skills intensive.

It's all great to share about how the native people didn't have this or that, and could do these amazing things, but all of your great teaching will amount to nothing if you have a student get over-inspired and head out in bad weather and die.  Or fall off a cliff.  Or cut themselves with a hatchet or a knife doing something stupid.  So trust me on this, and tone it down a little.   Just be real.

Fifth, Be Sure to Praise Good Examples of Positive, Safe, Smart Behavior.   Give credit to your staff.   Give credit to the parents.   Give awards to kids who don't get cut, or forget their rain coats, or whatever.  I guess you can figure out what will work in your school or class, or camp or program.   But it is true that what we focus on will get attention and lead to positive change.

I do think that over inspiration can be a real problem in some learning cultures in various wilderness schools, and the problem sometimes comes about because we, as instructors, like to share what got us into these skills, or way of life, and we share the same stories because it worked for us.   However, we just sometimes forget about all of the other stories that were also shared at the same time as we were learning, or maybe our teachers never gave those to us in the first place.   So we can just go through our teaching routines, and find the balance, and tone things down, and make the adjustments.   It's not really all that hard, but the payoff is sweet.

I remember sharing some stories with a group of campers about one of my survival camp outs, telling them about the back up food I brought, and being huddled in a thick wool blanket in the early morning cold, leaning against a big pine tree and seeing the raccoons heading back to bed along the creek in the mist.   I remember sharing about my army poncho, and how it kept me warm and dry in a massive, two hour downpour in the back country on a cold November evening.   A year later, one of those same campers came back and shared her story, about how she remembered my wool blanket, and brought one along on her camping trip and was able to see deer pass within a few feet of her, on a morning where she would have had to leave early because it was just too cold for the clothing she had on.   Kids listen.   They understand, and they emulate.  And when they have a success, they will know your teaching helped them have that experience, and it will be good.   And those teachings will be passed down to the next generations, and so on.

Let's make sure we can pass on the best of our teachings to the kids of the future.   Doesn't every student of ours deserve our best?  And, if we do this, in a serious and deliberate way, the passing of this young Scottish man will not be for nothing.  It will matter.  It will make a difference.

Maybe his family would like that.

What do parents think?  

What do students of the wilderness feel about this post?

What do you think?