A biographical sketch of William G. "Cap'n Bill" Vinal is presented, followed by an interview with Dr. Phyllis Ford about her experiences as a student of Cap'n Bill. He was the great teacher who seized every moment, showed up unexpectedly at conventions, and helped people feel okay, even when they made mistakes. (JMM)

Describes why lake hikes practiced at Girl Scout Camp Bonnie Brae (Massachusetts) are an ideal camp activity to teach aquatic ecology and engage the senses. Discusses program benefits: camper/counselor interaction, personal and group challenge, and conflict resolution. (NEC)

Suggested nature activities include (1) sensory experiences to distinguish all characteristics of various objects; (2) adopt-a-tree activities where children learn about "their own" tree; (3) finding evidence of animals in nature; (4) nature questions of the week with prizes for correct answers; and (5) activities related to the…

Highlights what camp directors and program staff can do to establish a camp nature program. Emphasizes administrator commitment to the program, suitable facilities, campwide environmental awareness, staff enthusiasm, a hands-on approach, and a wide variety of activities. Provides suggestions for recruiting and hiring a nature counselor. (KS)

Formal education bombards children with information but is weak in meaningful learning experiences. Outdoor education offers learning experiences that integrate experience and information. The Foxfire philosophy and John Dewey's principle's advocate this approach to learning. Organized camping provides an experience-rich environment. (KS)

A day-by-day account describes Camp Greentop's first 5-day adventure camping trip, which was attended by five individuals with disabilities and their counselors. The first day was spent in games and initiatives designed to develop communication, teamwork, and dependability. Other days were devoted to hiking, rock climbing, and whitewater rafting.…

Describes the following steps to encourage the natural process of story-making within groups: finding an appropriate setting; sitting in a circle; involving group members through drawings; adding movement; combining individual's drawings to create a group story; rehearsing the story for presentation; finding a proper spot for the performances; and…

Rainy days are opportunities to teach campers about weather and to plan activities around a rain theme. Indoor and outdoor science-based activities concerned with rain, water, or water conservation are suggested for specific age groups from ages 5-7 through 11-14. Campers can also develop ideas for activities using questions provided. (CDS)

Adolescent development can be influenced by two critical factors in camp programming: content of the values that shape and inform the camper and degree of challenge. Camp adventure activities successfully merge recreation and education in an outdoor setting that provides space for the explorations of youth. Camp can play a unique role in guiding…

Discusses how to encourage creative journal keeping among campers during camping trips. Tips include keep it simple, don't present it as an assignment, the counselor should make entries, allow an open format, vary the writing time, make it a group effort, and send it home. (TD)

Describes how a farm program might assist any camp to offer experiential educational opportunities, improve attitudes toward food/nutrition, expand interpersonal relationships, develop work values and responsibility, teach history of food production/hunger. Details program goals, seasonal agricultural work, staffing, tools/equipment, daily…

Third and fourth grade "sailors" from Bolina/Stimson School in northern California learned to pull together aboard a Thirties-style historical schooner, anchored in San Francisco Bay, that simulates a codfishing expedition to Alaska. Cooperation, successfully meeting team challenges, and coordination of effort resulted. (JMM)

Describes a training program in human relations for camp directors. Intended for groups of 8 to 12 people over 15 to 20 hours of group time. Lists topics for discussions about group process. Addresses participant concerns about feelings generated by workshop activities. Provides 22 references for experiential learning. (CS)

Fishing helps campers develop problem-solving skills, apply biological and ecological concepts, become aware of environmental problems, realize environmental consequences of actions, discuss environmental ethics, consider spiritual values, and connect with the natural world. Describes two camps that successfully integrate fishing with…

Camping in Malaysia, New Zealand, England, Brazil, and the United States is compared. The basic function of camp, providing a safe place for fun and discovery, seems universal. Differences discussed include camping seasons, family participation, recreational versus educational emphasis, the competitive nature of for-profit camps, and risk…