Strive for Connecting

The nine-year old boy was keen to show me his book The Ultimate Survival Handbook. We sat in the corner of a bustling living room and chatted about knots, pocket knives and eating bugs. He had been steered over to me because of my experience in teaching kids about the natural world and how to coexist with it.
By the time we had to leave his house and say our good byes to the gathered families, I felt the boy and I had become friends. I promised to send him a copy of my book Foraging in North America and some other appropriate books that would feed his interest.
I honestly felt I made a wee difference in his life and in that realization our meeting had been a gift to me.
Later in reflecting on the evening, I recalled an article I wrote for Legacy magazine, a publication of The National Association of Interpretation, nearly 25 years ago. While the article was directed towards outdoor educators and interpretive naturalists, the general message was fitting for anyone who interfaces with youngsters.
Here is an excerpt of the article. Enjoy and make a difference to someone, especially a kid.
Moments of Epiphany
“Am I really making a difference?” That is the anguishing question that we, as outdoor educators, often ask ourselves. Each of us has had periods when we are feeling burned out, uninspired or depressed. In the meta-view, we might ask, “Is my job, one which often involves hiking in the woods or across grasslands, purely a luxury, an extraneous or superfluous occupation?”
In our profession the stage of interpretive delivery might be a snowy landscape where we use the mystery of a wandering fox track in the snow. Or it might be next to a wetland in the twilight of early May where we ponder the peals of spring’s frog music. Admittedly we get to lay down in a soft field of grass or on a warm rock outcropping and consider the night sky and the stories of the ancients as told in the positions of the stars. Good interpreters form strong alliances with both creativity and knowledge to develop their skills in pulling a learner into a moment of discovery.
I suspect that each of us has had moments when we were straightened up, experienced the “aha” moment that reinforced our decision to choose interpretation as a career.
We might recall basking in the positive feedback provided by a teacher, parent or a child but for me the inspiration to carry on has mostly come during unscripted moments in the field. But the priceless response is when you hear a wide-eyed kid say, “ I’ll never forget this as long as I live.”
If that line is uttered you can be sure that down the line, a decade, or even half a century or more, that once-kid will likely share that story with someone in their life. And to have helped script that memory into an honest-to-goodness story is a legacy.
One indelible moment for me happened in early May when the colors of the woods around the quiet lake were dominated by muted shades of green. All morning a dozen sixth-grade students and I had been moving along the lake shoreline trying to get a reading on a Blandings turtle that was outfitted with a pulsing radio transmitter. It was lunchtime as we settled down near the lake’s edge. Since there was a teacher and a couple additional adults, I decided I needed to recharge so I was looking forward to a break by eating 30 or so paces from the lively group.
Looking for a quiet place to enjoy my lunch, I spied a redheaded boy in a bright yellow rain slicker sitting alone. Respecting his privacy, I kept a short distance from him. As I was finding a place to sit down, we made eye contact and I asked if he minded that I sit here. He quietly replied, “No problem.”
We each sat at opposite ends of a long aspen log and ate looking out over the motionless lake. A pair of Canada geese and their mirror images swam into view. Other than the lively banter coming from the lunching classmates off to our left it was very still and serene.
With the air sodden with mist, I did not dally in eating. As I chewed looking out over the lake, the boy quietly said, “It sure is a beautiful day.” Though most folks might not find it beautiful to eat a lunch amidst precipitation, I agreed. However, I thought that this was a bit unusual for a sixth-grade boy to utter the idea of “beautiful” amidst a soft rain.
A minute passed of silent eating and staring at the pair of drifting geese, before he added, “The earth is so precious.”
I stopped eating, humbled by his statement. All I could do was choke out a stumbling “It sure is.” There was nothing I could add to his pronouncement.
And with perfect timing, he let a few seconds pass before he delivered the coup de grace, “If we could only learn to share.”
At this point I could not utter a single response. What could I possibly add? We finished our lunch silently watching the geese and I learned the grace of listening.
I often reflect about that spring lakeside lunch and how it moved me. I learned that given the right surroundings we can release inhibitions and feed our hearts with love for wild places and wild things.
That moment defines my career as an interpreter. It was the best performance review I have ever had, yet it had little to do with my performance. The boy was responding to a blend of circumstances. He was at the edge of a lake surrounded by fresh soft colors, watching wildlife, feeling safe to openly speak in the company of me and likely had his favorite sandwich.
In the best selling book, The Tipping Point, author Malcolm Gladwell speaks of those individuals who are natural pollinators of new ideas and truths. He calls them “Connectors.” He refers to the Law of the Few in which there are exceptional people out there who are capable of initiating epidemics.
In serving as Connectors, we can create little moments that make a big difference.