John Muir Didn’t Wear Tevas

Three Teens Returning from the Wilderness Courtesy & Copyright Emma Mecham
Three Teens Returning from the Wilderness
Courtesy & Copyright Emma Mecham

Wasatch Rambling July 7, 1989 Dromedary Peak Summit Whitney Leary & Eric Newell Courtesy & Copyright Eric Newell Wasatch Rambling July 7, 1989
Dromedary Peak Summit
Whitney Leary & Eric Newell
Courtesy & Copyright Eric Newell

Morning Light Big Cottonwood Canyon July 7, 1989 Courtesy & Copyright Eric Newell Morning Light Big Cottonwood Canyon
July 7, 1989
Courtesy & Copyright Eric Newell

My Journal, July 6, 1989 Courtesy & Copyright Eric Newell My Journal, July 6, 1989
Courtesy & Copyright Eric Newell

My Journal, July 7, 1989 Courtesy & Copyright Eric Newell My Journal, July 7, 1989
Courtesy & Copyright Eric Newell

Our 15 year-old and two of her friends just returned from their first backpacking trip without adults. When she hatched the idea, my wife and I were supportive of this big voyage, knowing all the growth that happens when you venture out on our own into the wilds for the first time. We asked questions and provided all the support she and her friends asked for—but we didn’t overdo it. This was their adventure.

They were giddy as they shouldered their packs at the Logan Canyon trailhead and set foot towards a popular lake for two nights. When my wife picked them up three days later, they had stories to tell.

When they are old, like me, they won’t remember the TikTok videos or Instagram reels they might have watched during that span. But they will remember trying to stay warm in their hammocks, sleeping by a mountain lake under a trillion stars, the crispness of the air, and that feeling of being out there on their own and all the uncertainly and joy that goes with it.

When I was sixteen—after finishing another of John Muir’s many books, Wilderness Essays—I decided that if John Muir only took a loaf of bread, an overcoat, and a wool blanket with him into the Sierras, that I could do the same. Certainly John Muir wasn’t—to use a John Muir word—”hardier” than I was. This wasn’t my first backpacking trip without adults, but I learn my lessons the hard way. After all, good judgement comes from experience and experience comes from bad judgement.

So I took a wool blanket from the closet in the basement and left a perfectly good sleeping pad and twenty-degree sleeping bag at home. My friends and I only wore Teva sandals when we hiked or backpacked at the time and I didn’t pack any socks. It was July after all.

Now, I am certain John Muir did not wear Teva’s. He wore socks and boots—even in July. He also built big fires and cut pine-boughs for sleeping on that would insulate him from the cold ground. Wanting to leave no trace, I did neither of those things.

That was a rough night next to a lake in Big Cottonwood Canyon. Aside from shivering on cold, hard bedrock in the darkness, I was constantly under attack from swarms of mosquitos because I couldn’t fit both my head and my bare feet under the small blanket at the same time. I also learned that if you only eat a loaf of French Bread from the Albertsons bakery for dinner, you get a lot of gas.

It turns out John Muir was much “hardier” than I.

I got “out” of my wool blanket well before dawn that morning to move my body and warm up. I watched the light show on the 11,000 foot peaks above and the reflection in the dead-calm lake below.

After breakfast, I spotted a couple of mountain goats on a pass above the lake and we scrambled up to have a closer look. When we arrived at the saddle we decided that since we had come this far, we might as well continue on and figure out the tricky and exposed route to the summit of Dromedary Peak—in our Teva’s.
I’m glad my parents weren’t there to save me from my own naiveté.

It is often hard for parents to let go and give their teens the chance to venture out into Edward Abby’s “back of beyond” to be responsible for themselves and to learn from their own mistakes. But I’m glad my parents were willing, and I have found satisfaction supporting my children, and other people’s children, on their own adventures.
Edward Abbey said it well, “It is not enough to fight for the land; it is even more important to enjoy it. While you can. While it’s still here. So get out there and…mess around with your friends, ramble out yonder and explore the forests, encounter the grizz, climb the mountains, bag the peaks, run the rivers, breathe deep of that yet sweet and lucid air, sit quietly for a while and contemplate the precious stillness, that lovely, mysterious and awesome space.”

The average 18 year-old high school graduate today has spent approximately four-years of their lives on screens. Four years. Four years of childhood that they will never get back. Our children need wildness now, more than ever.

Maybe our public lands will save us from ourselves—if we don’t sell them off to the highest bidder.

I am Eric Newell, and I am wild about Utah and our wild public lands.

Credits:
Images: Courtesy & Copyright Eric Newell, Photographer
Featured Audio: Courtesy & © Shalayne Smith Needham & Courtesy & Copyright © Anderson, Howe, Wakeman
Text: Eric Newell, Edith Bowen Laboratory School, Utah State University
Additional Reading: Eric Newell & Lyle Bingham

Additional Reading

Wild About Utah Pieces by Eric Newell

Bass, Birds, Buddies, and Boats

Joey, James & Jack Courtesy Joseph Kozlowski & Copyright Jack McLaren, Photographer
Joey, James & Jack
Courtesy Joseph Kozlowski & Copyright Jack McLaren, Photographer

Wilson's Phalarope
Courtesy & Copyright Joseph Kozlowski, Photographer
Wilson’s Phalarope
Courtesy & Copyright Joseph Kozlowski, Photographer

Banana Boy James, Courtesy Joseph Kozlowski & Copyright Jack McLaren, Photographer Banana Boy James
Courtesy Joseph Kozlowski & Copyright Jack McLaren, Photographer

I sit on the front swivel seat of a drift boat gliding across the smooth water of Newton Reservoir. The sun begins to send morning rays of brilliance over the Cache Mountains. My only child, a 14-month-old boy named James, excitedly wriggles in my lap. Behind me in the captain’s seat is my long-time buddy, Jack McLaren. Jack and I met in graduate school where he was working on a doctorate in watershed sciences and fish ecology. Jack and I have been friends ever since, and any day fishing with Jack is one I cherish.

Jack tells me the Largemouth Bass are on the other end of the reservoir, in the shallow, weedy water where they feast on any living creature they can find, primarily small Bluegill who nest in that area. Using two oars, Jack begins paddling the boat across the reservoir. James’ eyes are mesmerized by the turbulent water eddies that form around the oars with each stroke, and I peacefully observe the world and wings around me. Western Kingbirds, with their gentle yellow bellies and grey head, play chase games as they dive and duck from one cottonwood tree to another on the water’s edge; Bank Swallows make clicking and clacking noises like pulsing electrical wires from the steep muddy embankment where a healthy colony has formed; and Wilson’s Phalaropes do a mating display where the modestly colored male hovers in the air over the brightly colored female, bobbing up and down for nearly 5 seconds, before gently landing next to her.

We reach the far end of the reservoir and begin fishing. Jack pulls a plastic green frog across the top of the water; I bounce a long, brown rubber worm with a neon tail under the water; and James, well, he grabs each bag of rubber worms from the tackle box and throws them over the side of the boat.

Just as I finally distract James with a Banana, “THWAPPP!!” a splash sounds and a commotion in the water catches my attention. A hungry bass thought frogs were on the menu and was fooled by Jack’s lure. He reels in the bass and James and I look at the beautiful, greenish/yellowish creature with the distinguishable black stripe down the side. James, with a mischievous smile, courageously reaches out his pointer finger and gently runs it along the slimy, scaly body of the fish.

We continue to fish and just take in the beautiful morning when the thought strikes me.

This little 14-month-old is going to be my new, best buddy for the rest of my life. Observing, respecting, being aware of, and appreciating nature has always been important to me. How do I pass this same kind of love and respect for nature onto my own son, the next generation, as my father and mother did to me?

To that, I don’t have an answer, but maybe, just maybe, James being mesmerized by the flow of swirling water eddies around oar paddles or him using his delicate finger to bravely stroke the side of a slimy fish may be just the right start.

This is Dr. Joseph Kozlowski, and I am Wild About Utah!

Credits:

Images: Courtesy & Copyright Joseph Kozlowski, Photographer, Used by Permission
Featured Audio: Courtesy & Copyright © Kevin Colver, https://wildstore.wildsanctuary.com/collections/special-collections/kevin-colver and including contributions from J. Chase and K.W. Baldwin
Text:     Joseph Kozlowski, Edith Bowen Laboratory School, Utah State University https://edithbowen.usu.edu/
Additional Reading Links: Joseph Kozlowski & Lyle Bingham

Additional Reading:

Joseph (Joey) Kozlowski’s pieces on Wild About Utah:

Experiential Education Archives, Wild About Utah https://wildaboututah.org/tag/experiential-education/

Hitchcock, Ed, 7 Tips for Fishing with Kids, Take Me Fishing, the Recreational Boating & Fishing Foundation, Nov 22, 2019, https://www.takemefishing.org/blog/november-2019/7-tips-for-fishing-with-kids/

Community fisheries, Division of Wildlife Resources, Department of Natural Resources, State of Utah, Last Updated: September 12, 2024, https://wildlife.utah.gov/community-fisheries.html

Balancing Academic Focus and Student Exploration when Learning Outdoors

Balancing Academic Focus and Student Exploration when Learning Outdoors: Academic Focus in the Classroom Courtesy & Copyright Joseph Kozlowski, Photographer
Academic Focus in the Classroom
Courtesy & Copyright Joseph Kozlowski, Photographer
Academic Focus in the Outdoors Courtesy & Copyright Joseph Kozlowski, Photographer
Academic Focus in the Outdoors
Courtesy & Copyright Joseph Kozlowski, Photographer
A recent educational outdoor experience (I’ll call field experience) with a homeschooled family, prompted me to reflect on the balance between academic focus and student-exploration when teaching outdoors. Yes, some balance of the two is necessary. In the extreme case of too explicit of academic focus, why be outdoors at all and not just at school in desks? Why all the logistics and planning to transport kids to some outdoor location then sit them at a picnic table to complete worksheets about some science-based academic standard, when you could do that all at school? In the other extreme, if you ‘let kids run free’ for the entirety of the field experience, they’ll have fun and make discoveries, but they will likely miss the intentional connections to curriculum that made the trip academically justifiable. So, when you take kids to learn outdoors, what is the right balance between academic focus and student-exploration and how can the instructor support such a balance?

In my experience, the way to think about this balance isn’t so much as a mixing of the two, but more of a time sequence. Here’s what I’ve found works well.

  1. Prior to the field experience, formal academic focus should be the priority. Students should engage in academic activities that set them up to make explicit academic connections when they go to the field.
  2. Then, when in the field, emphasis should be on student-exploration, and priority should be given to fostering children’s wonder, discovery, and inquiry about nature. Importantly, the instructor plays a vital role in in the field in helping refine student-exploration so it leads to academic connections. One major role of the instructor in the field is to arrange an outdoor experience that will likely lead to an encounter with the academic material that was previously focused on. For example, if you had academically focused on animals taking advantage of their habitats to survive, you may want to take children to a specific area that might have downed trees from a gnawing beaver so as to naturally lead kids to make their own nature to academic connections. Another major role of the instructor in the field needs to be expertly observing the kids engaging in the environment and noticing when there is an opportunity to highlight a child’s nature-to-academic connection, or prompt children to make such connections.
  3. Finally, after the field experience, attention should shift back to academic focus in the form of documentation, which will help children formally connect their experiences in the outdoors to the academic topic they are learning about.

So, whether you’re a homeschooled family, related to the public- or private-school sector, or even just a parent considering how to make the most of an outdoor opportunity, consider this balance between formal academic focus and student-centered exploration in the wild Utah outdoors.

This is Dr. Joseph Kozlowski and I am Wild about Outdoor Education in Utah!

Credits:

Images: Courtesy & Copyright Joseph Kozlowski, Photographer, Used by Permission
Featured Audio: Courtesy & Copyright © Kevin Colver, https://wildstore.wildsanctuary.com/collections/special-collections/kevin-colver and including contributions from Anderson, Howe and Wakeman
Text:     Joseph Kozlowski, Edith Bowen Laboratory School, Utah State University https://edithbowen.usu.edu/
Additional Reading Links: Joseph Kozlowski & Lyle Bingham

Additional Reading:

Joseph (Joey) Kozlowski’s pieces on Wild About Utah:

Experiential Education Archives, Wild About Utah https://wildaboututah.org/tag/experiential-education/

Nature Journaling: A Steller Idea!

Steller's Jay on Branch
Courtesy & Copyright Joseph Kozlowski, Photographer
Steller’s Jay on Branch
Courtesy & Copyright Joseph Kozlowski, Photographer
Across my years of exploring the majestic outdoors with young children, I’ve experimented with nature journaling. I always have grandiose ideas. Ideas of what I want their entry illustrations to look like, ideas of what I hope their written words will sound like, and ideas about what memories I hope their journal will encapsulate.

The Steller's Jay we Discovered in the Cemetary
Courtesy & Copyright Joseph Kozlowski, Photographer
The Steller’s Jay We Discovered in the Cemetery
Courtesy & Copyright Joseph Kozlowski, Photographer

Steller's Jay in Cemetery
Courtesy & Copyright Joseph Kozlowski, Photographer Steller’s Jay in Cemetery
Courtesy & Copyright Joseph Kozlowski, Photographer

As usual, kids surprise me.

What I think kids should focus on is rarely the object of their attention, and the way their journal ends up, both intellectually and physically, never resembles my lavish intentions.

If you’ve ever tried nature journaling with young children outdoors, you’ve probably realized that instead of the eloquent John James Audubon’s entries with magnificent illustrations of birds and poetic texts, what really manifests – if the child hasn’t lost their writing utensil altogether – is a half torn page, muddy and damp from being haplessly set in the dewy grass, with only the resemblance of barely decipherable images or text.

However, if you can accept the physical condition of the journal, with all its imperfections, you may come to find the true beauty and originality in the children’s thoughts, which usually ascend to places beyond our adult imagination.

The following nature journal entries are from 2nd-grade students (7-and-8-year-olds) and centered on a Steller’s Jay they discovered while birding at the Logan City Cemetery.

Across my years of exploring the majestic outdoors with young children, I’ve experimented with nature journaling. I always have grandiose ideas. Ideas of what I want their entry illustrations to look like, ideas of what I hope their written words will sound like, and ideas about what memories I hope their journal will encapsulate.

As usual, kids surprise me.

What I think kids should focus on is rarely the object of their attention, and the way their journal ends up, both intellectually and physically, never resembles my lavish intentions.

If you’ve ever tried nature journaling with young children outdoors, you’ve probably realized that instead of the eloquent John James Audubon’s entries with magnificent illustrations of birds and poetic texts, what really manifests – if the child hasn’t lost their writing utensil altogether – is a half torn page, muddy and damp from being haplessly set in the dewy grass, with only the resemblance of barely decipherable images or text.

However, if you can accept the physical condition of the journal, with all its imperfections, you may come to find the true beauty and originality in the children’s thoughts, which usually ascend to places beyond our adult imagination.

The following nature journal entries are from 2nd-grade students (7-and-8-year-olds) and centered on a Steller’s Jay they discovered while birding at the Logan City Cemetery.

  • Steller’s Jay Steller’s Jay you are so naughty
    and above your eye you have a spotty
    You steal food; we give food, you with a bad mood
    But rarely I see you because you hide from my view.

     
  • Steller’s Jay Steller’s Jay black and blue
    crest like a mohawk
    in the sun, in the light, in a tree
    flying out on a Thursday afternoon your colors shine
    Steller’s Jay Steller’s Jay what a pretty sight.
     
  • You’re flying, I’m finding
    It’s day but you’re night
    You’re so pretty like flowers
    You’re hiding but I’m still finding
    You can hide but I’ll still find
    It’s getting late so I have to leave.
     
  • Oh in the graveyard you blend in to the night
    Your colors scare any visitors away from the house of the dead.

I am Dr. Joseph Kozlowski, and I am wild about outdoor education in Utah!

Credits:

Images: Courtesy & Copyright Joseph Kozlowski, Photographer, Used by Permission
Featured Audio: Courtesy & Copyright © Kevin Colver, https://wildstore.wildsanctuary.com/collections/special-collections/kevin-colver and including contributions from Anderson, Howe and Wakeman
Text:     Joseph Kozlowski, Edith Bowen Laboratory School, Utah State University https://edithbowen.usu.edu/
Additional Reading Links: Joseph Kozlowski & Lyle Bingham

Additional Reading:

Joseph (Joey) Kozlowski’s pieces on Wild About Utah:

Steller’s Jay, All About Birds, The Cornell Lab of Ornithology, https://www.allaboutbirds.org/guide/Stellers_Jay/overview

Steller’s Jay Cyanocitta stelleri, Utah Bird Profile, Utah Birds, http://www.utahbirds.org/birdsofutah/ProfilesS-Z/StellersJay.htm
Other Photos: http://www.utahbirds.org/birdsofutah/BirdsS-Z/StellersJay.htm

Rhodes, Shannon, Wild About Nature Journaling, Wild About Utah, June 22, 2020, https://wildaboututah.org/wild-about-nature-journaling/

Kozlowski, Joseph, Simple Suggestions for Kids in the Field, Wild About Utah, February 12, 2024, https://wildaboututah.org/simple-suggestions-for-kids-in-the-field/