Several years ago at a trip leader training, someone asked the question, “At the end of a travel program what happens to the tips intended for housekeeping?
Some quick background: The travel company had been providing tips to the housekeeping staff (at the various hotels utilized on tours) by paying the hotels directly. The expectation was these funds would navigate corporate accounting departments and “trickle down” to the individuals who did the work. The general feedback was these funds were not getting paid out, and if this was being paid out, had not been communicated to staff or observed in paychecks. To ensure that housekeeping was receiving their hard-earned tips, the travel company made the individual trip leaders responsible for this. The company would deposit the tips for housekeeping into the trip leader’s bank account, who then had to pull this out of their bank as cash, and then pay the housekeeping manager directly at the end of the trip.
Then another question was asked, “How does someone know if the cash even reaches housekeeping?” The answer from the travel company was, “We don’t know. There’s no way to track this once the trip leaders pull it from their account.”
Whoa! This was not just a glaring hole in the travel company’s process, but one that left the trip leader in a precarious position regarding their honesty if anyone ever asked the question, “What happened to the money?” Integrity and being mindful of others’ hard work mean everything in the hospitality/travel business. Having integrity questioned –or even an ounce of suspicion– is a death knell to one’s career.
After that day, I documented everything related to tips intended for others, and I did this with a simple process. I’ve listed this as A, B, C, & D:
A) TAKE A PHOTO: At the end of the trip, when I am ready to pay out tips for housekeeping, I lay out the following items and take a photo that shows:
The Rooming List (this must include my traveler’s room numbers and the dates); I include a little note on the rooming list saying this is tip money for housekeeping’s hard work.
The correct amount of cash out, and I clearly display the ID numbers and amount of each bill.
An envelope with the housekeeping manager’s name [if possible] or at least their title; near and edge I write the date, the time, and the travel company’s trip ID.
A big “Thank You” is written on the envelope with the name of the travel company and my name.
B) DELIVER: I put the rooming list and cash in the envelope and immediately deliver this to the front desk staff, preferably when two people are at the desk, or someone whom I have a working relationship with, and I say, “Please place this envelope directly in the Housekeeping Manager’s mailbox.” I stay to make sure I see the envelope go into their mailbox or at least make its way into the staff room, then I thank the person when they return. Many front desks have cameras, and if I see one, I make sure to look at the camera for a moment so there is a record of me having delivered the tip envelope.
C) DOCUMENT: Depending on the situation, I might email my manager at the main office about this being delivered and I document the time and place this happened and even give a name of who this was delivered to. Regardless, I always include the earlier photo when I electronically submit all my transaction receipts at the end of the trip for reconciliation.
D). CYA (Cover Your A$$): Lastly, I keep a copy of this with my trip documents in my own files and I never get rid of this information.
This sounds a bit like overkill, but again, integrity is everything in this business; I want to make sure those who have helped my travelers receive their tips, and I also wish to practice CYA [Cover Your Backside].
On a walking tour that I led last year, a woman approached and asked about housekeeping tips since they were supposedly included in what she and others on the trip had paid. On two separate trips, with other companies, she found the tipping policy to be gray or nonexistent. This was a concern for the woman as her mother had been a housekeeper for decades and rarely received tips or was recognized. I agreed that housekeeping staff are the unsung heroes of any tour, and I wanted them to receive what was theirs. I explained the company she was currently traveling with recognized this was an issue and provided tip money to the leader to then pay the housekeeping manager directly. And, to ensure better accountability, I briefly mentioned my own process. The woman choked up and began to cry. She returned a few minutes later and thanked me for caring. At the end of the trip, she thanked me again and said she would be traveling again with the same company.
As a trip leader, the first interactions with your group are golden. Participants want to know if they will be safe and if you as a leader are professional, approachable, and will help them to succeed in this adventure. Operations differ at different travel companies, but here are 3 golden moments that can set the tone of your entire adventure travel program.
Golden Moment #1: The Pre-Trip Communication Email Not all companies provide this information to leaders before a trip, but If you have access to names and emails -and time- sending a pre-trip communication to your participants can be golden. You will help your travelers be better prepared, and they will greatly appreciate your effort.
Send a pre-trip email about 7-10 days before the trip begins.
Introduce your history with the area they are visiting, what they will be experiencing, a general idea about the weather they will encounter, and about helpful gear to have (as this is in addition to what the company provided).
Remind them the travel company remains their best point of contact before their trip.
Confirm to see them on X date at Y time and provide a personal email and phone number.
If you don’t have access to this information, don’t worry, just make sure Golden Moment #2 is knocked out of the park.
Golden Moment #2: Checking-In This differs from company to company, but at the trip’s beginning, there is often a quick check-in followed shortly after that by a more formal welcome. This part covers the check-in. Keep the check-in short and sweet and down to a few basics:
Welcome them; let them know they are in the right spot.
Let them know where the nearest restrooms are and what the hotel’s Wi-Fi password is.
Ask if they have all their luggage and if their check-in at the hotel was okay.
Ask them to set their watches to the local time (many people use watches); their phones will auto-update.
Inform them -although unlikely- where to gather if an emergency occurs (i.e fire alarm).
Give them any welcome materials from the travel or expedition company.
Let them know where/when to meet next, even if it’s in the same room.
Golden Moment #3: The First Night Welcome / Dinner / Presentation I amend these depending on the situation such as the speed of when dinner is ready, how tired participants are, etc. My notes are for a group no larger than 24 travelers.
In the Room: (If this is possible, I have arrived much earlier to set up and review paperwork)
On each dining table, I try to provide a printed sheet with a URL or a process for the group to share photos of their shared experience.
I have set up a portable projector and my foldable fabric screen.
On a side table are hands-on items like topo maps, park maps, brochures, local natural history books, molds of animal tracks they might see, etc.
These are some core items to include in a first night’s welcome:
Start On Time, Show Empathy, and Have a Purposeful Welcome
Start on time; inform them that you respect their time by being on time.
Understand that many have traveled far, possibly from a different time zone, and are likely tired.
Keep the first evening’s welcome (with dinner) to an hour and fifteen minutes.
Announce that the trip’s experience has officially begun.
Give a quick overview of what they can expect that evening and when you will be finished.
Announce that their experience on this travel program has officially begun.
Introductions:
Introduce any other staff (like a naturalist or area expert)
Provide an overview of the uniqueness of the trip experience and why you are qualified to be their guide.
Provide a space for the travelers to introduce themselves (I try to keep this to about 20 minutes, definitely less than half an hour.)
Let people eat (depending on the situation, sometimes I start the evening directly with dinner, it really depends on the needs of the program at that time, so be flexible)
The Presentation:
I usually start my presentation just as people are halfway through dinner.
As a lead-in, I let them know about ways to share photos with the group during their trip. I also give them a heads-up that I’ll be leading a short and optional [natural history or interpretive] walk, at the end of that evening for those who might want to stretch their legs.
Try to keep the presentation to 20 minutes with 5 minutes for questions
The presentation should be colorful with photos (from previous trips on the itinerary) helping to tell the story of the program.
I share my personal reason for being on that trip.
The rest of the presentation includes logistical info: the shuttle, the terrain, safety protocols, meals, communications, etc.
The 2nd to the last slide covers the weather for the next day.
The final slide includes 5 data points -what I want them to remember- and this slide is all about the next day:
For a wake-up I suggest using their phone AND setting a time with the main desk; don’t use the in-room clock.
Breakfast is at X time and Y location.
Gear to bring (daypack, sunhat, sunglasses, etc.)
We depart at X time at Y location (or if there is a speaker, or walk, etc.)
I say that I’ll see everyone in the morning; for those interested in the short natural history walk join me in 20 minutes.
These first three interactions with your group are golden. Let them see that they are in professional hands, that you love what you do, that you respect their time, and assure them they will be having a life-enhancing experience on your adventure travel trip.
When leading an educational adventure how does one tell the program’s story, while keeping those on your tour informed, imparting knowledge that helps them to make a connection, is lightweight, and “on the go?”
When building out my interpretive program I develop it so I can carry laminated sheets. For lack of a better term, I often call them placards. Here is the set of placards I use while visiting central Oregon on a 6-day educational travel program. There are about 80 placards that support my trip’s 1 interpretive theme and 3 sub-themes.
I also have about 10 placards with just data. For example, when we visit Bend, Oregon, travelers want to know about the cost of housing, population, etc. While I sometimes use the placards to help me remember, and even after discussing them, I often pass around the placards or share them during a meal so people can read at their leisure and better the photos.
On each placard, I include a color photo on one side and on the other text in 14-point font. This makes it easier to read for eyes that are over 50.
When I am working with a local or knowledge expert, I try to research their emphasis and then selectively use my materials to help them tell their story. It is like helping to set the stage so the sage on that stage can better succeed.
One of my favorite uses of placards was on an intergenerational (grandparents and their grandchildren) trip to Crater Lake National Park. That morning, I gave a brief presentation about where we were visiting and what to look out for, including a rare sight known as The Old Man of the Lake, a centuries old tree trunk that floats upright and traverses the lake’s clear waters. When I was done, I passed the placards around so people who wanted could read up a bit more. The placards included: – basics about the lake water’s clarity – the newts & crawdads of the area – key info about the lake’s depth with a detailed satellite image – how the lake is the source point of various watersheds – more about the Old Man of the Lake (shown left).
Then our group was to hike 700 feet down to Cleetwood Cove where we would board a boat for a two-hour boat ride inside the 5-mile wide caldera. While returning across the lake, one of the kids called out that she had seen in the distance something on the water. She asked the caption if the boat could investigate, the captain did and everyone received a rare surprise, seeing the Old Man of the Lake up close.
Afterward, the captain pulled me aside and mentioned that he had known where the Old Man of the Lake was, but it was just far enough out of our route that he was not going to make a stop unless someone said they had observed it. She was surprised that someone so young in my group knew about the old man and was so eager about seeing this wonderful natural feature.
It is feedback like that that makes my job so wonderful, and having items that are lightweight, supports a theme, adds that bit of magic that makes travel so wonderful, and can better help me keep the program on schedule, are golden.
Whether you are running an eco-trip, daily hikes, a week-long active travel program, or leading a bus trip, participants like knowing what to expect. Providing them with good information -throughout the day at key times- can help you, and the travelers, focus on the rest of the trip. Here are some hard-learned tips.
I plan my updates the evening before, it’s often about 9 pm when I have returned to my room and can prepare my materials and what I need to be successful that next day. This includes updating the schedule to include recent updates, planning around unexpected changes, and mapping this out so the people I am responsible for can have a safe and enjoyable time. I usually write it out on lined paper, or waterproof paper for taking into the field, though an iPad or similar could be used for more in-city programs.
The daily updates look something like this:
Breakfast Announcements: (What to Expect That Day)
A quick overview of the day.
Specific information about the day (or outdoor activity or sightseeing walk). This includes the schedule, the weather, and what to expect. I also include any information about water, snacks, and what they can leave on the bus/shuttle, etc.
I pass out any maps and remind them to review the additional trip information at a side table when they finished their breakfast. At the table are additional maps, brochures, natural history books, etc. There might even be a full trail description on foam boards or large paper that can be easily folded and moved.
Briefly go over equipment and I make sure everyone has the needed gear they need.
I mention how and when lunches are going to work (if lunch is boxed at they carry, or at a local cafe, etc).
A point is made about the buildings we will visit, such as visitor centers, and I let them know if real bathrooms will be available or if this is something more basic.
I end the announcements by letting them know that I’ll give another update at lunch or when a specific activity ends.
Ask if there are any questions.
Lunch or Early Afternoon Update (What to Expect Later in the Afternoon)
At this point, the day is about half over and I’ve had an opportunity to observe people. I watch to see if anyone is tired, or maybe needs to sit something out, if I notice this I try to speak with them in private before I give the group any updates.
During this short update, I mention what the next activity is and when we should be returning.
Pre-Dinner Update (What to Expect That Evening)
It’s late in the afternoon and people have usually finished up their hike or activity and are tired. I say I’ll be making an announcement about dinner ten minutes before we are back at the hotel.
If they need to rest and recharge on the shuttle, I let them rest.
When I make my update, I remind them about attire (casual, more dress-up attire, etc), and remind them if they pre-ordered any meals earlier in the week (and I pass around a list to remind them) or say if this is off the menu, etc.
If the dinner is on their own I let them know about local restaurants either via a list or better yet with a hand-made map that I researched and made for them. I also announce that I will be dining at a certain restaurant, and those who wish to join me are welcome.
I try to end on an upbeat note involving dessert, then the time we should be returning to the hotel where I will give another update.
Post-Dinner Update (What to Expect the Next Day):
After dinner, everyone has a full tummy and hopefully is relaxed. Because of this, I keep what they have to remember to 3 items:
I give a basic overview of the day’s schedule,
Mention the weather and what is good to wear or pack.
Where and when I will see them next
The process repeats: it’s often about 9 pm when I’m able to return to my room, prepare my materials for the next day, and organize what I need to be successful.
I’m always informing my travelers about what to expect throughout the day at key times. At the end of the day when I return to my room, I plan out the next day based on any recent changes, and the whole process repeats. I find I can use about 90% of the same materials on future trips, but it’s that 10% where new problems often hide, so I always have to review the schedule, make tweaks, and map things out for those on my trip.
Creeks and rivers are amazing storytellers – they can teach, captivate, and inspire curious minds.
I always try to include creeks and rivers into the larger interpretive theme of a tour or educational travel program, especially when these waterways can provoke people into broadening their horizons.
It’s always fun to open up an itinerary so trip participants can look under rocks, get their feet wet, observe critters in the water, touch, hear, smell, see, and learn more about the story of a place.
To help with bringing this story to life I bring along a simple “Water Discovery Kit.” The kit can be made at home, packs well, and weighs just a few pounds. It includes:
1 Gallon-sized Plastic Bucket with Handle
1 10x Microscope
2 Dip Nets
1 Big Pipette (medium-sized turkey baster)
1 Thermometer
3 Magnification Loops
1 Set of Laminated Instructions
1 Plankton Net with ziplock
6 Small Pipettes
3 Round clear observation dishes
3 Rectangular clear observation dishes
3 Rectangular observations plates
1 Funnel
1 Gallon-sized ziplock
1 Secchi dish (8-inch)
Everything on the list fits inside the bucket, except for the Secchi disk which I carry separately. The kit can be used by elementary kids on up, though it works best when various generations (grandparents and grandchildren) are involved.
Shown: Two vegan “small plate” dishes enjoyed at an Indian restaurant while on tour; Gobi Manchurian – fried cauliflower tossed in a sweet and sour sauce, and Samosa Chaat – two savory bean and pea pastries topped with a garbanzo bean curry and house chutneys.
As a trip leader, I love creating meaningful experiences for participants – especially through food! For me, tour directing and eating vegan are complimentary flavors.
That’s why I’m surprised when fellow guides and tour leaders express derision towards vegans. At a recent annual guide meeting for an educational travel company, these sentiments were expressed in a hot topic segment titled, VEGAN ISSUES. The frustration was palpable as vegans were derided with words such as, “problematic,” “unsociable,” “quiet,” “freaks,” and phrases such as “I wish they would just stay home,” or “Why can’t they eat normal food like everyone else?”.
These responses were not unexpected, because about a decade ago, I had similar views. Fortunately, I tried to become a better guide and I learned about such matters. I eventually learned that vegans aren’t problems on tour. For the trip leader of any meaningful or transformative travel experience, what is required is a better knowledge of the audience.
To help my fellow guides, here are seven tips to help them to better understand the vegans in their group. This is not an exhaustive list, but it is a start. These 7 points originate from actual questions I received from fellow guides.
1. Why are vegans, vegan? And, what is plant-based? Vegans eat the same food as everyone else, except it’s not made from animals. Vegans value compassion. They seek to eliminate, as much as practical and possible, the use of and exploitation of animals in their everyday lives. They understand the most immediate way to enact compassion is to control what they put on their plate. Another group to know about is plant-based travelers; they eat plants solely for dietary or health benefits. Veganism takes plant-based a step further and includes the ethical component.
2. Why are vegans quiet? Vegans are often stereotyped as being quiet. Some can be. Many vegans tend to be reserved when traveling because they don’t want to be judged or derided. Here are some actual quotes from tour directors:
“Why don’t they eat like normal people?“
“If they can’t eat normal food on a tour, they should be made to eat what the rest eat!”
“They seem smart, too bad they can’t figure out what they’re going to eat this week.”
Any traveler might be quiet when a tour director’s personal biases (yes, biases) are communicated. Trip leaders need to understand that everyone on their tour wants to eat good-tasting, wholesome food. Vegans want food without the animal or hidden animal products.
3. Why are they vegan at home, but not while traveling? I often hear trip leaders say, “Why are they vegan at home, but not while traveling?” At home, all of us can control ingredients, quantity, salt, oils, etc., but this can be very difficult for anyone during a week-long travel program. Vegans have learned to be pros when it comes to ordering food selectively at restaurants to avoid hidden animal products, substituting side dishes, or supplementing their travel meals by visiting the store. However, on tour, most of the travel company’s pre-selected restaurants on an itinerary are solidly meat-centric. When confronted with zero choices, many vegan travelers just won’t eat. Others might order various side dishes to create something of a meal. Others might make a ‘what causes the least harm’ decision. Maybe they need to eat something they normally would not so they have the energy to enjoy their trip. Maybe, they need to regulate blood sugar or take medicine with food.
4. Why don’t they eat the restaurant’s special vegan meal?
The biggest frustration I’ve heard from tour directors is that the specially prepared vegan meal rarely gets eaten. I can say without hesitation – 95% of the specially prepared vegan meals on tours are notoriously bad. These vegan meals might be made well-intentioned, but non-vegan staff often have no idea what vegans eat. The results can range from lackluster to downright frightful. If someone on tour is skipping meals, their basic needs are not being met.
5. What about vegans eating alternative meat on tours? The target audience for alternative meat products (like Impossible Burger or Beyond Meat) isn’t plant-eaters, the target audience is meat-eaters who want to reduce the amount of meat they are eating. To many vegans, alternative meat is junk food and is eaten sparingly.
6. What do vegans eat? Vegan food can be as diverse as a fresh salad or pizza. Vegan food can run the range of food as apples, bananas, blueberries, oranges, strawberries, broccoli, carrots, cauliflower, kale, lettuce, potatoes, corn, green peas, winter squash, barley, millet, oats, quinoa, wheat berries, brown rice, black beans, chickpeas, lentils, pinto beans, walnuts, pumpkin seeds, tahini, almond butter, or even rice, soy, oat, almond, and cashew milk. The entire vegetable and fruit aisle at the store is vegan. A good part of the grain aisle and some of the bread aisle is vegan. Additionally, there are plant-based mayonnaise, cheeses, and other sandwich condiments that taste like traditional products and are cost-effective. On the social side, most french fries and beer are vegan. There’s no shortage of plant-based foods or creative ways to eat vegan while on tour, here’s a few:
Shown: Some of the vegan meals, desserts, and snacks served on the tours and trips I’ve led.
7. How should I talk to the vegan on my tour? Have a conversation as you would with any human being on your trip.Remember, vegans want to eat delicious food too. If they have a question about food it’s originating from a place of compassion. Use compassion as a starting point – as you should with all travelers. I try to set this tone in my pre-trip welcome letter, I explain that while our trip has made efforts to eat at places that offer a variety of foods some of the menus can be limited. I add that we will have an opportunity to stop by a local grocery store so all participants can supplement food, and grab something fresh and healthy if needed. At times when travelers explore a town on their own, I always find a local restaurant that offers a selection of vegan options and invite others to join me. I also speak with the office about locating restaurants that are generally healthier. During the tour, if needed, I speak with kitchen staff to see about suggestions for substitutions.
On a tour, everyone can experience new places through local tastes. It does require some up-front communication with travelers about what to expect on a trip. It also requires some greater knowledge of your audience.
Note: The list of foods on #6 comes from Forks Over Knives
In recent years, adventure learning companies have focused on quantity versus quality in regards to their programs. As a trip leader, I’ve seen it too often.
In a rush to increase destination offerings, for a wider audience, many of the experiences are often not in context with the purpose of the trip. The result is that after a week-long program the guest remembers they participated in some fun things, but are not exactly sure how they grew as a person. If they cannot successfully answer this, then how is your company unique? And, why should they return?
An easy way to help guests grow, and nurture them for joining future trips, is to keep all of the travel program’s experiences in context with a big idea. In short, what is the big idea you want your guests/participants to remember? Think of a big idea as a unifying theme for the trip. All of the site visits, excursions, and explorations on the trip should gravitate around this big idea.
It is very easy to build a program around generic information, which is what most tourism companies do (see photo below). It is more challenging to design an adventure learning travel program around a unifying message where all of the experiences (walks, food, guest speakers, site visits, etc) are in context with a big idea. When travel experiences are in context, guests remember they had fun, but also their discoveries.
All lifelong learning travel managers wrestle with one idea: how to craft a transformative travel program.
The most common approach is to select a topic (such as the topic of fire, or destinations such as the topic of Crater Lake), and then build the program around that.
This seems simple enough, yet why then are so many travel programs such a continuous source of frustration and ambiguity for those designing the program, even for those who have to craft messaging and then market the travel program?
The problem arises because the topic is often associated with the travel program’s theme.
Themes should not be thought of as nouns (subject, place, or event), think of them as being a verb (interpretive).
Another way to think about a theme is to answer, “What is the big idea I want participants to remember?”
Some examples:
A multi-day program built around the topic of “Fire” now becomes:
Theme: “Discover how fire helps forge every aspect of our life.”
Sub-themes might include homes/communities, food preparation, entertainment, arts, places we play, and our survival).
A week-long bus/hiking/rafting program with the topic of “Visit Central Oregon” transforms into:
Theme: “Exploring Oregon’s dynamic geology allows for first-hand discovery and connection to one of the most fundamental forces of nature, in both its creative and destructive roles.”
An active hiking program with the topic of “Exploring Crater Lake” evolves into:
Theme: “Crater Lake’s breathtaking beauty, seasonal weather extremes, and distinguishing natural and cultural features, combined with a variety of recreational opportunities, provide visitors with abundant chances for discovery, reflection, and inspiration.”
Creating a theme in this light focuses all of the activities and interactions around a single idea; it helps the program designer and the trip leaders focus on what is relevant while bringing the program to life.
Our group was fortunate with sunny weather this week as our program was bookended by storms. Our local study leaders, who were well-versed in the area’s natural history, really brought the program to life – thank you for their expertise! This was a great trip to discover how the natural history of the central coast has changed, especially over the past 150 years. I’m happy to have helped with bringing my own experiences and knowledge to help such a wonderful program.
Trip Report:
Group Leader: Mark Hougardy | Organization: Road Scholar | Date: September 2019 | Duration: 6 days | Participants: 20+ | Type: hiking
A pleasant walk on the last day.A dune ride to see how the dunes looked prior to the introduction of European Beach Grass.Walking across the dunes.Left alone, everything grows big here.A wonderful walk in the woods.An out-of-shoe experience on the beach.A lovely sunset seen during a quiet beach walk after dinner.Experiencing the lush temperate rain forest.Enjoying a walk on the beach
Helping people experience and learn about the rich natural history of central Oregon is always a treat. My energetic group of 14 adults hiked, rafted, and explored the amazing volcanic landscape.
Trip Report:
Group Leader: Mark Hougardy | Organization: Road Scholar | Date: August 2019 | Duration: 8 days | Participants: 14 | Type: hiking, rafting, tour
A Double Rainbow Over Crater Lake!Rafting on the Deschutes River A Day Hike in Smith Rock State Park, OregonA day hike across a magnificent lava field.Entering the Massive Lava Tube Cave Crater Lake National Park – The Watchman – Overlooking Wizard IslandHiking in the lush CascadesEnjoying the 100-feet cascade of Diamond Creek Falls, Willamette Pass, Oregon.We just finished up a rafting trip on the Santiam River.Enjoying an evening walk to explore Eugene’s colorful murals and micro-art.
Recently, I was asked to share ideas with a tour director who was new to leading natural history walks. Here are some simple tips:
When introducing folks to a natural area I like to include in my welcome, “Are there things on this walk that you’d like to know more about?” People almost always want to know about poison ivy/oak and if they will be encountering any. Answering this takes some of the uncertainty people might have about an area off the table and helps them better enjoy the walk.
You’re not there to be an encyclopedia.
Do know the “big idea” of your walk. A big idea is what you want them to take when they leave.
If you know of any good stories about the area, place names, or local colorful characters, share them.
Think of things where people can engage their senses: look, listen, and feel.
When you visit a neat spot (beaver pond, an interesting grove of trees, etc), ask, “What do you think you know about this?” Get them to respond and share information. Everything has a story; people of First Nations or settlers could have used even an unassuming plant as an important resource.
If there is an area where people can be comfortable have them sit in silence for several minutes (3 is ok). Afterward, ask them what they see, hear, smell, and feel.
Point out any temperature shifts, like when you enter a shaded or lighted area.
Compare the feel of different tree barks. Why might they be different?
People tend to look at big things, have them find a small area, and just observe for a few minutes. Ask them what they saw. A lot is happening on a small scale and it is just as important as the big things.
You need to know where North is for this. Well into your walk ask them to point to the north. The results are often surprising and entertaining even when the sun is out. Bring a compass and have a young person confirm the direction.
At the end of the walk ask people to share what they saw, heard, and smelled, etc.
I’m happy to have been the leader on another great Road Scholar trip. This program introduced grandparents and grandkids to how fire helps forge every aspect of our life (homes/communities, food preparation, entertainment, arts, places we play, and our survival).
Trip Report:
Leader: Mark Hougardy | Organization: Road Scholar | Date: June 2018 | Duration: 6 days | Participants: 28 | Type: Field Trips & Motorcoach
“Erupting volcanoes. Blacksmithing. Outdoor cooking. Glassblowing. A fire has countless uses, and incarnations, and has been paramount to our way of life since the beginning of our time. You and your grandchild will spark your desire to safely learn more about fire through interactive experiences with professional firefighters, survivalists, welders, and fire dancers. Discover how fire can create a delicate piece of artwork, as well as destroy entire forests and cities. Learn how to survive in the remote wilderness, and discover the inner workings of a city’s fire engine. Together with your grandchild, finally have the chance to play with fire as you discover why nothing can hold a candle to this learning adventure.”
Trip Report:
Volunteer Leader: Mark Hougardy | Organization: Eugene-based Hiking Club | Dates: January 2018 | Participants: 7 | Type: Urban Walking Tour
In 1978 a low-budget movie about a misfit fraternity who challenged authority was released. The movie “Animal House” prominently featured locations around the University of Oregon. Much to the chagrin of university officials, the movie brought unwelcome attention to the UO; to others, it is one of the greatest comedy films of all time. Forty years later, this small group of Animal House fans visited fifteen sites around campus featured in the movie. We enjoyed a pleasant walk in the light rain. Some areas on campus were similar while other locations, like a refurbished room 110 Fenton Hall where the courtroom scene was filmed, are unrecognizable. We ended our walk at the former site of the Delta Tau Chi fraternity house, the Animal House. The dilapidated structure has since been demolished and replaced with an office building. Only a small plaque remains. Thank you to everyone in the group for sharing their stories about the movie’s production.
Trip Report: Volunteer Leader: Mark Hougardy | Organization: Eugene-based Hiking Club | Dates: September 10, 2017, | Participants: 7 | Type: Day hike and wayfinding
Along the forested backbone of Oregon’s Cascade Range is a large tranquil lake that invites “Where’s Waldo?” jokes. But, laughter aside, Waldo Lake is quiet. For those exploring the hushed shoreline, they might wander upon an old mountain hemlock blazed with the 130-year-old text, “Camp Edith, Waldo Lake.” At first, the blaze appears as an act of modern vandalism, but looking closer at the aged wood a modest story slowly reveals itself. The story is about a child who grew up to become the astute and reserved white-bearded grandfather of Oregon’s public lands. It was his passion that laid the groundwork for six national forests, over a dozen wilderness areas, and even support for Crater Lake National Park. Yet, most who visit these places today, don’t know this man’s name, Judge John Breckenridge Waldo. The few who know his name compare him to Emerson or Thoreau; some even call him “Oregon’s John Muir.”
The beautiful Waldo Lake in Oregon’s Cascade Range. Waldo Lake is 10 square miles in area. The lake is rare in that it is a gas-free zone, only wind and human-powered boats are allowed.
My curiosity about John B. Waldo was piqued when I learned that his documents could be found nearby at the University of Oregon Special Collections archive. A visit to the archives was arranged through a local hiking club and several others joined me. A library staff member delivered several old boxes to our table.
As we carefully reviewed this man’s life, a grainy black-and-white photograph caught my gaze. The photo was etched with the text, “Camp Edith, Waldo Lake.” The picture was dated 1890 and revealed a couple of trees and a canoe. At first, I was stunned by the fortitude and strength involved in hauling early camera equipment and a canoe more than 70 miles or so into the mountains.
Camp Edith, Waldo Lake, Oregon (circa 1890). I have hiked all over Waldo Lake and never encountered Camp Edith. Waldo’s campsite was not listed on modern maps. Where was it?
Then I was curious because none of my fellow hikers had ever heard of this place. I looked at modern maps, but there was no reference to Camp Edith. I looked at maps from the late 1800s and early 1900s, but still found nothing. The more I researched, the deeper the mystery became. This “lost” campsite of Waldo’s was a loose thread in a story, and I just had to pull at it.
John B. Waldo was born in 1844 to parents who had arrived just a year earlier on a wagon train and were new arrivals to the Willamette Valley. Waldo, as a child, had asthma which worsened in the summer as the valley filled with heat and smoke. Seeking refuge, Waldo and his brother made forays into the nearby Cascade Mountains for clean air. Waldo returned often.
As a young man, he studied law, became an attorney, and was eventually elected to the Oregon Supreme Court, even serving as a representative in the state legislature. He loved law and policy but always returned to the mountains, often for months at a time, to write about nature.
Judge John Breckenridge Waldo
From 1877 to 1907, Waldo extensively explored and chronicled —in his words— the “untrammeled nature” of Oregon’s Cascades. He believed that modern life had “narrowing tendencies” on a person and that wilderness allowed difficulties to “be perceived and corrected, and the spirit enlarged and strengthened.”
He had seen the effects of over logging back east and overgrazing in the Cascades by sheep. Waldo imagined a protected place in the mountains where people could escape the toils of life. An individual’s trip would be assisted by an interconnected trail system dotted with lodges. These lodges would be roughly a day’s walk apart, where hikers and travelers could stay, enjoy a meal, and rest. Upon returning from his expeditions, he quietly and diligently advanced such a vision: a 40-mile-wide protected band along Oregon’s mountainous crest stretching 300 miles from the Columbia Gorge to the California border. Waldo spent decades and countless hours increasing public awareness through letter writing, newspaper posts, and using his professional resources to advocate for this vision.
Waldo died in 1907 at the age of 63; he had become ill while attempting to summit Mount Jefferson. His colleagues returned Waldo to his family farm outside of Salem, where he passed. After his death, his writings became missing, but Waldo had started something in the minds of others. In the following years, national forests and wilderness areas began to form a patchwork along Oregon’s crest. Outdoor enthusiasts created clubs like the Mazamas, the Chemeketans, and the Obsidians, all dedicated to experiencing the outdoors. Three of the west’s greatest national park lodges were constructed in Oregon: the Chateau at the Oregon Caves, Crater Lake Lodge, and the crowning gem Timberline Lodge on Mount Hood. Rangers opened campgrounds, trail maintenance volunteers began creating and maintaining hundreds of recreation trails, skiing enthusiasts opened ski resorts, and rafters opened rafting companies. Friends of the Pacific Crest Trail (PCT) worked to span Oregon with this narrow ribbon of trail that crosses the U.S. from Mexico to Canada. In the past few years, via a citizens’ initiative, Oregon voters secured funding so all fifth or sixth-grade students can move from their school classrooms into the outdoors to learn and be immersed in nature.
For almost 80 years, the location of Waldo’s writings and photos was unknown and thought to be lost. In the 1980s, these items were located in an attic and delivered to a conservation organization in Eugene. Eventually, his papers made their way to the University of Oregon archives and can be viewed today by appointment. It was here where I first saw the old grainy photo inscribed, “Camp Edith, Waldo Lake.” Supposedly this was one of his favorite locations. Yet, where was this place?
During the past year, I have been reading, researching, and trying to figure out where Camp Edith might be. I poured over maps, performed internet searches, and reviewed old hiking books but found nothing. I checked with living knowledge keepers: the seasoned hikers, campers, and old-timers in central Oregon. Most only knew about Waldo because of the lake that shares his name. Of the few who knew about Waldo as a preservationist, only a handful had heard about Camp Edith.
A man said he knew of the camp. He suggested that I look at Waldo’s obituary for guidance. One portion stood out. It read, “To him, the mountains with their purpling canyons and glittering snow peaks were a book to which there was no end. The beauty of the hills was a sermon.” Inspiring words, but was I any closer to finding Camp Edith?
To Waldo, “the mountains with their purpling canyons and glittering snow peaks were a book to which there was no end.” A photo of a meadow and Mount Ray, Waldo Lake area.
Another person, a retired employee of the Forest Service, revealed she knew of the camp’s location. She added, “It’s easy to forget where a single tree is in the forest, but [she] could point me in the right direction if I wished.” Several weeks later, a PDF copy of Waldo’s transcribed 500-page diary arrived in my inbox from someone I never met along with the text, “A former colleague thought you might appreciate this.”
One individual, with ties to the Waldo documents, said he knew where the campsite was located, but, “It’s yours to find.”
Finally, I met an aged man who loved long-distance hiking and somehow knew that I had been looking for Camp Edith. He claimed to have walked across the U.S. a total of four times in his life and was eagerly looking forward to at least another two trips. He wore a Grateful Dead t-shirt and on his pack a bright yellow button of the Gadsden flag with a rattlesnake and the words, “Don’t Tread On Me.” The man said he had “hiked all over Oregon including Waldo Lake” and had seen the Camp Edith tree and knew the location. He had enjoyed eating a sandwich there. I leaned in, hoping for a quick answer to the location, but he uttered these enigmatic words, “When you find the tree, man, you’ll be there.” I left feeling none the wiser, or did I?
Waldo Lake, Oregon
That winter, when skies in the Pacific Northwest are overcast and darkness comes quickly in the afternoon hours, I wrapped myself in a warm quilt. I jumped into reading Waldo’s 500-page diary. It was here that I learned that during Waldo’s treks, he traveled for months to nourish his insatiable wanderlust and love of the mountains. This included trekking as far south as California’s Mount Shasta.
But like many of us who desire to travel, when we do so, we become homesick for loved ones, and Waldo was no exception. In 1889, or thereabouts, to lessen his loneliness he christened a favorite camping site in honor of his daughter, Edith. Shortly after, a colleague blazed a heart-shape and Edith’s name into a tree trunk.
Part of the marshy shore of Waldo Lake.
Secchi Disk: The black and white plate-looking object in the lower left of the image. On a separate visit to the lake, 60 feet was the maximum amount of line attached to my Secchi disk and I could still see the disk in the water. The disk is a simple device used to measure water transparency or turbidity. Also shown is my freshwater sampling kit.
As I waited for the snow in the mountains to melt and for the highway to Waldo Lake to reopen, I casually picked up the old photo of Camp Edith that I had looked at a hundred times before and saw something small. I grabbed a magnifying glass. At that moment, I knew the basic location of the camp. I had enjoyed my journey up to this point, but now, others needed to share in the experience. Therefore, I enlisted members of the same hiking group I had met at the archives the year before.
Several months later, we arrived at the lake. I provisioned them with three items: a copy of the Camp Edith photo from 1890, a few telling diary entries from Waldo’s writings, and pointed them in a direction. Everyone was eager, if a bit perplexed, as we walked into the vast forest to find a single tree.
Waldo Lake is always an inspiring place to visit. It is one of the largest natural lakes in Oregon, roughly 5 miles in length and 2 miles in width. The waters are clear and turquoise and the deeper areas are bespeckled with shades of rich blue. Light can easily penetrate 60 feet deep and possibly further.
Progress was slow as we carefully crossed marshy fields, scrambled over downed logs, and occasionally got our feet muddy as they identified clues in the photo. The day was getting late and several questioned if the tree even existed. I was also beginning to wonder, as this was taking longer than expected, but then a joyous shout.
Arriving at the tree, we saw thirteen decades of bark growth had covered the blaze, but the inscription was still legible: “Camp Edith, Waldo Lake.”
After a year of reading Waldo’s papers, speaking with others, and carefully studying an old photo from 1890, my fellow explorers and I stood at Waldo’s lost campsite. Well, “lost” is a relative term. While we celebrated our discovery, we were not the first to locate the tree. People had likely visited here many centuries before Waldo’s time, and in more recent years pitched tents, or stopped for lunch along a lake’s edge, or even tried to solve the mystery of Camp Edith’s location for themselves.
A close-up of the Camp Edith tree, part of the “Camp Edith, Waldo Lake” inscription is still visible.
Standing there, I remembered blissfully walking past this location several years earlier during a day hike, yet never turning to see the blaze on the tree. I shook my head at the wondrous absurdity of my journey, a year of research only to discover a place in the outdoors where I had walked before.
Sharing that moment with others, standing on the shore of a picturesque lake in the middle of the woods, was a sense of nourishment, renewal, and connection. The tree’s inscription shares a nearly forgotten story, but to me, this is not a monument. Waldo’s monument isn’t this inscription, or a lake with his name, or even dusty photos in an archive. Waldo’s monument —his legacy— is about generations of people being outside, connecting with nature, and enjoying Oregon’s beautiful mountains.
Standing in front of the Camp Edith tree.
“The lake stretches away up to the North; crags and peaks tower above us. It is a splendid scene – this source of rivers and cities, hid away, like pure trains of thought from vulgar observation – in the deep bosom of the wilderness buried. Camp Edith sends you greeting, “greeting to Edith from ‘Papa’s Lake.’” -An excerpt from one of Waldo’s 1890 letters
“Children born and reared here might be expected to have something of the wild flavor of nature in their composition.” -Some of the last known words recorded in Waldo’s wilderness diary (between Aug 14- 17, 1907 just before his death)
A side-by-side comparison of the heart-shaped blaze seen in 2017 and 1890. You can still see the original heart outline in the bark of the newer photo.
Shown: Two vegan “small plate” dishes enjoyed at an Indian restaurant while on tour; Gobi Manchurian – fried cauliflower tossed in a sweet and sour sauce, and Samosa Chaat – two savory bean and pea pastries topped with a garbanzo bean curry and house chutneys.
Recently, I was asked to share ideas with a tour director who was new to leading natural history walks. Here are some simple tips:
