“The making of casks was a complex mistery. Not mystery, but “mistery.” The boy who wished or was made to learn the trade [Coopering or barrel-making] would likely never have heard of geometry. But after a seven-year apprenticeship, he had become a practical geometer with few equals in his town. He had still not heard of geometry, but he had learned his tools and could make a cask. Of any volume required, accurately and without leaks. He had earned the right to be called a “mister,” or “master” of the trade.”
Excerpted from Ref.1, Chapter titled “Mister Cooper.”
David Helgerson & Associates, LLC
Naval Architecture, Marine Engineering, and Consulting Services
Occasionally, I will post some thoughts about learning at the waterfront or in the workshop on this page; most recently on July 19, 2021.
Fortunately, there are many community organizations around the country (and in other nations) that organize activities along their local waterfronts. The activities may include boat building, rowing, sailing, environmentalism, or many other enjoyable things to do. Typically, these organizations attract talented volunteers and mentors that work side-by-side with participants of various ages. They not only provide guidance regarding tool use, but also provide practical wisdom on many aspects of life.
The Teaching With Small Boats Alliance (TWSBA) is an organization that advocates for hands-on learning at the waterfront (or wherever such activities can be organized.). You can learn more about such activities or find a TWSBA organization near you by accessing the TWSBA website:
https://www.teachingwithsmallboats.org
Find an organization near you and give it a try; or access some of the online materials and complete them at home.
References:
- Logan, William Bryant, “Oak, the Frame of Civilization,” Norton & Company, Inc., NY, 2005. [ISBN-13: 978-0-393-32778-6]
- Youcha, Joseph, “Afternoons in the Boatshop,” Mariner Publishing, Buena Vista, VA, 2017. [ISBN: 978-0-9975226-6-2]
- Youcha, Joseph, “Bevin’s Guide to Boat Building Math, “ Mariner Publishing, Buena Vista, VA, 2017. [ISBN: 978-0-9975226-5-5]
- https://cbmm.org
Practical Education - Mastery by Hand and Eye
I was re-reading a favorite book, “Oak, the Frame of Civilization” by William Bryant Logan (Ref. 1), and was again pleased to read the excerpted paragraph shown to the right. It brought to mind the wisdom of hands-on practical education. Each generation faces different challenges in a changing world, but I observe that learning-by-doing remains effective. Not only can one gain understanding and learn skills, but practical knowledge sets the stage for improved skill mastery in the classroom. Discovering that geometry is useful by using it in a project improves focus and comprehension when learning the details in the classroom. Experience at educational boatbuilding programs show this to be true by observation and by improved academic performance in school.
Thousands of students have used isosceles triangles to square up a thwart [seat] when building a Bevin’s Skiff (Refs. 2 & 3) and can better comprehend and appreciate their teachers’ descriptions of that geometric shape. They can see that a bisected isosceles triangle is two reflected congruent right triangles; the concept is physically used to achieve a fun purpose. Many other math concepts and practical applications of math become more easily understood during the boat building process. Similarly, moving heavy objects, bending materials to fit the curved shape of the boat, and, eventually, launching and rowing the boat, lay the foundation for better understanding and mastery of math, materials science, and the laws of physics. Coupled with these practical skills are valuable lessons regarding working together and learning the history and cultural aspects related to the activity.
Imagine students involved in a project at the Chesapeake Bay Maritime Museum in St. Michaels, MD (Ref. 4.) As they meet people and participate in their project, they learn the cultural context of the boat types found on the Bay by viewing exhibits and seeing traditional boats in use, not to mention completing their own project. Projects can be selected to suit available time, age, skills, and other considerations and might include helping to build a skiff, making a scale model of a boat, fabricating a cleat, or learning some useful knots. One project leads to another and begins to build an integrated understanding of the waterfront. Increased understanding and experience builds confidence and self-assurance. Getting on the water in whatever type of boat is used increases awareness of local natural resources and their value. This scenario is seen at multiple locations, museums, community organizations, and small workshops where dedicated instructors and volunteers work with students using proven hands-on methods.
The maritime waterfront environment provides a scalable, progressive set of challenges to suit any skill level. You build a boat; then you see it float. A student may never have been on the local river and her first step into a boat might be a big one. After that, learning to row, sail, navigate, or teaching others to take those steps, is a natural developmental process that can progress at a rate suited to the student. Risk is manageable. Learning opportunities abound.
Lessons learned and confidence gained on the waterfront will enrich students’ lives and help prepare them for future challenges, regardless of their career path. If the maritime environment catches their interest, there are a multitude of educational and experiential paths that lead to wonderful maritime careers; watch for another post on that topic!