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?

The Earth Skills Correspondence Course Skills Weekends!

Hey everyone! Just wanted to send you a quick note to let you know the dates of the 2009 Earth Skills Correspondence Course weekends. They are as follows:

May 30th July 18th October 10th

These weekends/dates are for any student of the Earth Skills Correspondence Course who wants to learn or practice skills in person here at Hawk Circle, in Cherry Valley, with Ricardo (me!) and any of my staff or semester students, as a benefit to being in the program. We want to support you in your pursuit of learning and give you a chance to learn first hand, rather than through distance learning, so here is your chance! (If you are not a current student of the Earth Skills Correspondence Course, just apply and sign up and you can join us for a great time!)

You can come on Friday evening, if you wish, to camp out, or stay in one of our cabins or the Adirondack lean-to or just sleep on the couch in the barn workshop room. We will start our group gathering on Saturday morning, finding out what everyone wants to work on, and then do some hands on crafts or skills while we get to know each other, connect and network....

It should be a lot of fun. Feel free to bring family members if they want to wander the camp on their own, or hang out by the campfire, or explore the woods around Hawk Circle. They can even head in to Cooperstown for a walk around the village, if they want to.

Food is on your own, so bring easy to prepare meals, or something you can cook over the campfire, or we can all just go in on getting pizza in Cherry Valley or Cooperstown, after a good day of working on skills. So it is pretty easy and laid back.

Housing has already been covered, and you can bring any of your course material with you for review, too, if you want. We will wrap up Saturday evening, and you are welcome to stay over on Sunday, practice on your own, go off for a hike or gathering walk, etc. If I am free, I will try to connect with you again on Sunday, but my schedule may or may not be free so I can't promise anything! Things are never dull around Hawk Circle, that's for sure.

And, just to let you know, I was successful in fishing on the second day of the season, as my pic can attest! Great day on the water, and we did get in some tracking, too. Otter tracks? Fisher tracks? What is your guess?!!!

Please RSVP about the upcoming weekends so I can plan how many will be coming out. Let me know what you want to work on while you are here, as well as how many are coming with you, and when you think you will be arriving. That will help me plan for a great weekend!

Starting your Own Wilderness Program-An Article Reprint from 2002

This is a reprint of an article that I wrote which was published by the Bulletin of Primitive Technology in 2002. Our school is celebrating our 20th year this year, (our first camp was in the summer of 1989) so the years are a bit off, but overall, the rest is pretty good in terms of content, and seemed timely way back then! Enjoy and I hope to post more of my archived articles on my website's media page later this winter.....


Starting Your Own Wilderness Program Words of Advice and Warnings!

So, you've run a few workshops and day programs in primitive living skills for a few years, but you're still working at that pesky full-time carpentry job (or whatever). You'd love to just make the switch from work to teaching skills full time. Hey, then you could spend all your time in the woods and teaching, doing what you love to do! Right? Not so fast, Buckskin Boy (or Girl)! Slow down! Take a deep breath and think this through...

I was once in your position, learning, teaching and working. I couldn't wait to make it to the big time, with my own school, camp or program. I was most familiar with summer camps and at the time there were virtually no “kid” programs around, so I thought it was the perfect way to teach and be in nature all summer long. Besides, I might make some good money too! It was a nice theory, but reality was a bit different. I found there was a price I paid for starting a full time program. I just spent the last three weeks chained to a computer working on a 50-page health & safety manual as required by the New York State Department of Health. I pretty much know the Sanitation Code for children's camps and food service by heart! Been in the woods lately? Man, from my window, it sure looks great...

Let's talk about the things you'll need to run a successful wilderness school, camp or program:
#1. First, you'll need to determine if your local area has enough of a population that is interested in what you're teaching. Is there a large urban or suburban area nearby? What is your plan for getting the word out that you exist to your target audience? How much money do you have for marketing and advertising? What kind of a brochure or flyer are you planning on creating? How much do you estimate this will cost? All of these things will require a plan and lots of time to organize. It will involve weighing pros and cons and possibly taking some risks. (Not to mention start-up money.)

#2. Now, you'll need a location. Where are you going to run your programs? If it is public land, have you checked into what you'll need to know/do in order to run your program there? Have you reviewed the requirements or restrictions on that land? (i.e., can you legally harvest plants, make shelters, etc.?) If you're planning to use private land, have you checked with your local zoning ordinances? Called your neighbors to find out if they'll mind 25 dread locked, loin cloth-wearing, yucca beatin', grasshopper eatin' savages wandering around on your place in full view of their family reunion? It is always better to take a good look at this issue before moving on to the next one.

#3 is...Insurance! Do you have any liability insurance to protect you in the event someone sues you because you didn't give them all the names of the edible plants in the bio-region or because they got too many black fly bites? Do you have medical/accident insurance in case a student needs to go to the Emergency Room to get 12 stitches for a cut made while carving? (Don't laugh, it will happen!) Do you have any first aid or medical training to handle emergencies in the field? These are very important questions too.

#4. We also have the issue of safety. Have you made a plan to deal with any and all possible hazards or situations that may arise? How well trained are all of your instructors and staff, (even if it's just you and your best friend)? Have you contacted your local permit-issuing official before going ahead with plans? (You don't want to have them show up in the middle of your program to close your doors for failure to comply with state/local ordinances!) What governmental agencies handle your type of program and set forth guidelines for safety? Is your building/facility up to "code" in your state? Do you have enough water/septic capacity to handle the number of students you are planning to have attend? Does your cook have the appropriate food service training if you plan to serve food? Who will buy or prepare your supplies? Who will clean and cook during your program? Who handles your phone, mail and basic administration? Who will make sure the van is full of gas, oil checked and all gear safely stowed (including food!)? If your answer to all of the above is "I'll do it!", then you probably should think long and hard before making the jump to the next level. I know from personal experience that you can do it all for a few years, but your program and personal life may suffer if you insist on doing it that way. In the end, you may find that you can't do it all, as each area of responsibility gets increasingly complex and involved. Personal woods time really takes a nose-dive and you may find you're pressured all the time without getting anywhere! It is also helpful to find out if your spouse or partner shares in your desire to put in long hours for free and also to lose family and relationship time to your personal dream and vision. (Better to know now and deal with it than to wait until he/she has the bags packed to go live with the parents!) All of these things are vitally important to the long term success of your school or program

OK, so have I scared you a bit? Good! It is better to enjoy a cold splash of spring water in the face now than to invest time and money into something that you'll abandon three years later from exhaustion and stress! My hope is that what you start as a program will be a success, and that you will know what you are getting into and be able to prepare properly for the challenges that lie ahead.

I have run my camp for eight years now, and taught skills and workshops for over 15 years. I have learned a lot the hard way. I know joys and sorrows from my blood, sweat and tears visionary project. Some days I wouldn’t trade it for anything, (other days, well....make me an offer!) I don't want those of you out there to be discouraged. I am more concerned that you are realistic about what you might be undertaking. There are a lot of opportunities and great projects out there waiting for someone to do. If you are inspired to teach wilderness skills don't let me stop you! Go for it! My main point is to get you to stop and think for a while to consider if you're truly ready to commit to the whole vision and reality, not just the fun stuff like campfires and mud camouflaging. (Chances are, you won't be leading that every night -- you'll be on the phone)!

Here is some personal advice: Take your time. Get some good research and training in every area outlined above. Enjoy being small time and having less administration details to deal with. You might try working in various programs for a while where you won't make as much money but you'll have more fun and “woods” time. It might even be better to just stay small and privately mentor local kids where you are, in your free time. Think of everything, and if you are still passionate and ready to commit, then begin the process. If you can, assemble a team/tribe and work together to make it happen. (That is an educational experience too!) And if all else fails, go into the wilderness, practice one skill for ten years and then come out and write a book. Then start your school. Your chances of being a success will be much higher! In many ways that might be the best advice of all!

Correspondence Course Weekend Retreats 2009

It's almost 2009, and as the year winds down, I am already planning the coming year and beyond. I got the deer processed and hide fleshed and salted, and the skull and horns are being cleaned to be used in councils for Red Deer Camp or men's lodges here at Hawk Circle in the Earth Skills Trainings. It feels good to have meat to offer to my students to share by the fire, or have Trista make an awesome stew or chili. Thank you, deer.

Which brings me to this post. I am thinking of planning three Earth Skills Correspondence Course Weekend Retreats, where students of the course can come here for a weekend, bring their own food, set up a tent or stay in a cabin, and study the skills, have me look over their coursework and give hands-on instruction during the weekend for a few hours on Saturday and a few hours on Sunday. No charge. What do you all think of that?

We get really busy in the spring, because of the Tracking Expedition, the Advanced Bird Language Intensive, the Spring Survival Trek, all kinds of school groups and then camp preparation, staff training and the camps themselves start rolling in June-August. However, I would love to find a way to schedule something in for you all to attend and get some attention and move further in your course. Would something in July work for any of you? How about October or September? I don't like to get too into the late fall because of deer season (archery) but we could also plan something for the last week of November or something too. April might work, if you can make it.

What works for you, people? I can throw out some dates, and see what sticks, but I really don't want to tie up my weekends if no one is actually going to show up. So I need to hear from you! Otherwise, I will work on my timberframing, or cutting firewood, or helping gather wild foods, or plant the garden or any number of gathering, teaching, or building chores that need to get done around here.

The weekends are pretty laid back, with use of our barn room, heated with a wood stove, as well as the tipi, for teaching and practicing skills, and the whole property for gathering and making grass mats, or making stone tools, or gathering wood and making fire from scratch, to cooking, or building a shelter or rock boiling or any number of other cool things that we can work on. And we can hang out, carve by the fire, tell stories and I can share whatever it is you need help with, from mentoring to professional marketing to earth philosophy and more. Basically, it is up to you, in a lot of ways. If there is a way for me to do it, I will teach and share what I can to help you get better.

If you haven't gotten the course yet, this might be a good time, too. It's $450 if you pay in full, until January 15th, and you get the full course, open ended, with no time limit to finish, plus mentoring support, as well as access to me for questions and troubleshooting, and you even get three weekend retreats here at Hawk Circle, to pick my brain and get hands-on skills teaching and advice. How can you go wrong?

Anyway, make a comment on this blog and let me know if you have a preference for a weekend or time of year, and we will move forward on getting the dates rolling!

Wilderness Survival Fundamentals: Building a Framework for Mastery

When a person asks for more info about the course, one of the first things I will tell them is that they can do all of these skills on their own, without the course. I try to emphasize this point, because there are many people who are organized, self-motivated and just tend to go for it and make it happen on their own.

On the other hand, it is important to understand a basic framework for learning, growing and developing mastery. Mastery is what I am shooting for. Not casual. Not ‘somewhat’ proficient. Mastery. That is a different animal altogether. And it is something that takes time, it takes pacing, it takes an intrinsic understanding of human nature, the process in which these skills develop and a big dose of motivation and inspiration to push someone through to get there.

When you think of a winning team, any team, and you look at their coach, you know that that person is more than just an X’s and O’s playmaker. They understand passion. They understand how to ignite a burning desire to win, to find a way to win, even when you are dead tired and the last thing you want to do is work on your jump shot, or your bunting, or whatever sport it is....

There are many awesome players who have just needed the right coach and environment to develop and take their game to a whole new level.

You can’t build a winning team without players who understand the fundamentals of the game. How to move, the footwork, the conditioning, the shooting, passing and so forth. All of the wilderness skills have the same need for a systematic approach to make them reliable. Let’s face it. If you can’t get a fire when you really need it, what the hell good is all of your practicing and work? You don’t want to be the guy who missed the last second field goal, or the jump shot, after all that practicing! (Okay, enough of the basketball/sports metaphor!)

This is where the Correspondence Course provides the difference between casual practice and learning, and real training that adds up to something that will work, time after time. Not every student is looking for this.

When Jeff Eckhouse, Simon Mayer, Chris Marx, Matt Burr and I were piloting this course, we talked about why a wilderness skills instructor has to be literally that good.

We knew that if a person hasn’t done their homework, their fieldwork, their ‘dirt time’ as Tom Brown, Jr. likes to say, then that person’s tendency is to begin to mentor with ego, using bravado, stories, comments and other ways to verbally and non-verbally keep their students off balance and at arm’s length. This usually is because a serious student, or other instructor, can become someone who can see through their lack of experience, and that is terrifying.

Having seen this in different situations, we wanted to find the root cause of this kind of poor mentoring. We saw that often, it was because the student was pushed to become a teacher or instructor before they had fully mastered the skills they needed to teach at a high level, and that when they started teaching they were left on their own, without support or backup, and the cycle continued.....

Anyway, we knew that if we trained people in this kind of mastery/depth approach, that good things would come of it. So far, we have been very pleased, even with students that haven’t completed the full course. Nothing could make me happier.....

What do you think about this? Have you seen instances where this is true? Do you have an opposing opinion? Please share and let us know what you think!