(This article about walking complements the article that appeared on January 12, 2023 about how walking is good for people and the planet.)

There is more to life than increasing its speed.    — Gandhi

There’s a lot to be said for the old-fashioned wisdom that comes in sayings like: “If the Good Lord had wanted you to fly, you would have had wings.” Instead, we were given feet.

Walking is the original way of getting around. It came before the invention of the wheel, the cart, the wagon, the automobile and the airplane. For that reason alone, it is the “natural” form of locomotion—of moving from one place to another. Walking is simply a practical way to go places—to see people you want to visit and do the errands you need to do.

More than that, you can use walking to set daily goals and string them together into something amazing. The famous Chinese teacher and philosopher Confucius once said that, “A journey of a thousand miles begins with a single step.” Although Confucius lived more than 2,500 years ago, his wisdom is timeless.

I (the writer) walk and run at least 3 miles every day. A few years ago I did the math and discovered that, at this rate, the total number of miles I am walking over the span of every 23 years equals more than the distance that it would take to walk around the world along the equator—24,902 miles (40,076 kilometers). One step at a time, and one day at a time, you, too, can walk around the world—accomplishing something that is healthy for yourself and the planet! 

WALK AROUND THE WORLD

What You Will Need:

• Map of your neighborhood
• Highlighting marker
• Ball of string
• Scissors
• Ruler
• Calculator
• Writing Journal
• Pencil
• Map of the World 
• Large bulletin board
• Push pins
• Comfortable pair of walking or running shoes
• Pedometer (optional)

Steps to Take:

1. Set a small walking goal to meet every day. Pick a distance that you’re comfortable with. Keep in mind that walking to school, to the playground, the baseball or soccer field, local store and so on—all count toward your daily distance. Walking the dog counts, too!
2. Get a copy of a map of the area where you live, including trails. If you can’t find it a local outdoor/camping supply store or bookstore, try the Chamber of Commerce or City Hall. You can also search the Find a Trail maps on the Upper Valley Trails Alliance website: https://www.uvtrails.org/, or download the Walk Woodstock map to search for a route among Woodstock’s more than 60 miles of local trails: http://npmaps.com/wp-content/uploads/woodstock-trail-map.pdf
3. Find the scale of distance on the map. For example, “one inch equals 1.5 miles.”
4. Use the highlighter to mark some of the routes that you normally walk, and some routes that you want to add as part of your Walk Around the World.
5. Run a piece of string along each route and cut it to length. Then straighten each measure of string next to the ruler to get the number of inches for each route on the map. Write down this length for each route.
6. Using the map’s distance scale, calculate how far each of the walks measures on the ground. If the map’s scale is 1-inch equals 1.5 miles, then a 2-inch distance on your map, when measured on the ground, would be: 2 inches x 1.5 miles per inch = 3 miles. If the maps scale is 1 centimeter equals 1 kilometer, then a 2-centimeter distance on your map, when measured on the ground, would be: 2 centimeters x 1 kilometer per centimeter = 2 kilometers. Record each of these distances in your walking journal.
7. Break it down into small goals to start. At first, walk one of the shorter routes every day. As you get into better physical condition you can walk farther by adding some longer routes.
8. Each time you take a walk, record the date, location and distance in your Walking Journal. Keep track of the total distance that you have walked over time. Optional: You can also use a pedometer to record your walking distances. This is a small battery-powered device that hangs on your waistband or belt and measures how many steps you take. Based on how long each of your steps is, the pedometer multiplies that length times the number of steps to calculate the distance you’ve walked.
9. Pin the local map next to the map of the world on the bulletin board. Use some string and pins to show the total distance you have walked to date on the map of the world, and how far that distance would reach from your home to the next town, the next county, the next state, across the country and so on.
10. Learn about the states, provinces, countries, people, plants and animals at the locations that your total walking distance (to date) reaches to from your home. Imagine what it would be like to visit some of those places! Start a list of locations you would like to travel in your lifetime.

Over the years—one step at a time—you can walk around the world. Earth from Space. NASA Photo.

Safety First: 

• Always ask your parent’s or guardian’s permission before you go out for a walk, whether alone or with a friend. If your parent or guardian says you are too young to walk alone, or with a friend, then ask if they will go with you. This will get them involved with walking, too.
• When you do get permission, be sure to talk to your parent or guardian and choose safe walking routes.
• Always tell a parent or guardian exactly where you are going, what route you are taking and when you are expected back home. Stick with that plan. If you have a cell phone, bring it with you.
• Start a Walk Around the World group to share the experience, increase the level of safety (in numbers) and make it more fun!
• Tell your parents about the book called Free-Range Kids: Giving Our Children the Freedom We Had Without Going Nuts with Worry by Lenore Skenazy. Once they’ve read the book, you can talk about how to strike a balance between allowing you to do things outside, while still keeping you safe.

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The road goes ever on and on

down from the door where it began.

Now far ahead the road has gone,

And I must follow if I can.

— The Fellowship of the Ring

 J.R.R. Tolkien, 1965

Everyone loves a good journey. We feel alive when we’re on the road—seeing new places and meeting new people. One of the reasons that so many readers are drawn to the stories of Bilbo and Frodo Baggins in The Hobbit and The Lord of the Rings is that, through Hobbit eyes, we live out our own dreams of taking an epic journey.

Although we often try to get where we’re going as fast as we can, good stories remind us that we often have our greatest adventures during the journey, itself. The way in which we choose to get where we’re going, and the experiences we have along the way, are often more fun, interesting and exciting than the destination. When walking or bicycling we are connected to the land and the people around us. We see, hear and smell our surroundings—and meet our neighbors—in a closer way than happens when we’re encased in the glass, steel and plastic shell of an automobile. 

Say you want to go to your friend’s house, and then find a place to play basketball, field hockey or go sledding. Will you walk or pedal your bicycle, or ask your parents for a ride in the car? It seems like a small choice, but it’s one that makes a big impact on the planet. For example: on average, every mile driven on a bicycle creates 1/10^th of the carbon footprint as compared to a mile driven in a gas-powered car (sedan). Every crank of the pedals, and every step you take, creates fewer carbon emissions and helps to fight climate change!

Energy can be measured in calories, as in “How many calories are in that bowl of ice cream, compared to that tossed salad?” The average car burns about 1,860 calories to move a passenger one mile. Taking a train or public bus uses about half this much energy. If you walk that same mile, you’ll burn 100 calories. But if you take a bicycle, you’ll only use 35 calories. This comes out to more than 50 miles (80 kilometers) on a bicycle for each mile by car. You can pedal over 800 miles (1,288 kilometers) using the same amount of energy that is contained in one gallon of gasoline!

This is how far 350 calories will get you when using different forms of transportation:

• bicycle—10 miles (16 kilometers)

• walking—3.5 miles (5.6)

• car—1,000 feet (305 meters)

And keep in mind that more than half of places we travel are less than 5 miles from home.

Hoofing It to a Healthier Life

Has anyone ever told you, “Go take a hike!” Whoever did so—whether they meant to or not—was actually telling you to do something that’s good for you! Walking 3 or 4 times each week:

• helps you to control your weight and stay healthy
• keeps your mind sharp and alert
• relieves stress, anger and other negative emotions
• helps you to get to know your neighbors and meet new friends along your walking routes
• helps you to feel good about yourself (simply because you’ve done something to take care of yourself)
• inspires ideas and creativity (many of the ideas behind this author’s articles and books came to mind while taking a walk)
• acts as a kind of meditation that helps you to renew your spirit

The writer discovered pine grosbeaks feeding on winter apples during one of his long winter walks. Photo: Michael J. Caduto.

What You Can Do

• Over time, take walks and bicycle rides to different places and keep a journal record of your experiences, observations and the people you meet.
• Find out about parks, historic walks and natural areas to hike that are within a short distance from your home. Ask your parents to take the family to some of those places on weekends, or in the evenings, so you can share walking experiences together.
• Search the Find a Trail maps on the Upper Valley Trails Alliance website: https://www.uvtrails.org/
• Download the Walk Woodstock map to search for a route among Woodstock’s more than 60 miles of local trails: http://npmaps.com/wp-content/uploads/woodstock-trail-map.pdf• Embark on some of the fascinating Valley Quests offered by Vital Communities. These fun, educational treasure hunts offer clues to discovering the people, history and natural environments in the Upper Valley. Questing helps us to discover the fascinating stories that are all around us. Visit the Questing web page to find out more: https://vitalcommunities.org/valley-quest/

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Mobile homes are an especially affordable housing option; however they are particularly susceptible to heat loss in the winter. As such, these households face a disproportionately large energy burden—the percentage of gross household income spent on energy costs. According to the New York State Energy Research and Development Authority, mobile homes consume 1.5 to 2 times more energy than a site-built home as a result of the home’s structural issues. However, because they still consume less than large institutions, they are frequently overlooked by initiatives that prioritize energy-usage numbers. The team believes that real sustainability must address these shortcomings at the community level.

One solution to this problem is weatherization—the weather-proofing of buildings, typically through insulation and air-sealing, to protect the interior from harsh weather conditions and improve energy efficiency. This process reduces energy consumption, lowers energy bills, and improves home comfort. Despite the existence of weatherization programs, they are frequently underutilized by low-income households. The team sought to understand and address this gap.

As the team approached this project, they were mindful of their positionality as newcomers to this topic and the influence of this perspective in shaping their research. Their initial research consisted of two parts: secondary research of academic literature and existing reports, and primary research through 15 ethnographically-informed, semi-structured interviews with non-profit organizations and mobile homeowners. This allowed the team to better understand the current state of weatherization in Vermont, the roles and services of weatherization organizations, and the experiences of mobile homeowners. Synthesis of this research revealed that there is a lot of embarrassment and anxiety in asking for help. However, residents felt supported and empowered by community weatherization services such as those provided by COVER. Furthermore, word of mouth was the most successful strategy in spreading the word about weatherization services. 

The team presented this research to the Just Transitions subcommittee of the Vermont Climate Council. This council is a state organization focused on creating a plan to combat climate change for the next 50 years; the Just Transitions subcommittee works to ensure that their programs are made accessible to all Vermonters and do not unfairly burden any groups. In these conversations, the team sought to highlight the importance of community-centered weatherization, advocating for weatherization funds to be dedicated to these services.

In addition, the team created a pilot program guide for a model of community liaisons. In this model, neighborhood representatives partner with organizations to connect underserved communities with resources they might not otherwise have access to. This liaison is able to better communicate the needs of the community and, in response, co-design outreach strategies and programming. Sustainable Woodstock is engaged in a long-term process of building community relationships in tandem with weatherization outreach and increasing  opportunities for  sustainable  energy  services.  These efforts align closely with the collaborative nature of a recently-completed campaign—Riverside Mobile Home Park’s raised garden beds, which was made possible with the active organizing and input of several park residents. Sustainable Woodstock will continue to explore the potential to expand this model of outreach in the coming months.

This design project brought unique and new insights to each member of the student team. They learned the importance of aligning with the work being done by organizers who have more expertise in this space. Moreover, they navigated how to create positive impact and minimize harm in the context of a course timeline. Lastly, they came away with the understanding that socio-economic issues are all intrinsically linked, with no singular need, like weatherization, existing in isolation.

The Dartmouth team consists of Lidia Balanovich, Elorm Coch, Cindy Yuan, and Catherine Cooney.  They would like to thank Sustainable Woodstock, specifically Jenevra Wetmore and Michael Caduto, for their continued support and commitment to this project and, more broadly, this work in energy justice.

The Senior Design Challenge Team (left to right): Catherine Cooney, Elorm Coch, Jenevra Wetmore (Sustainable Woodstock), Lidia Balanovich, Cindy Yuan

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Gardening is a living process—a part of the natural cycle. Each garden is a tiny ecosystem that will succeed if you watch and take your clues from the natural world. Do not worry about being a perfect gardener. Gardening does not have to be complicated and does not require you to be an expert. 

When gardening is viewed as a fun learning experience, it is a great way to connect children to their environment. What other activity includes so many things that children love— from playing in the dirt while planting seeds, to discovering worms, bugs, toads? And then, as the season progresses, children get to pick and eat the fruits (and vegetables) of their labor. 

Tips for Gardening with Children

Children are natural gardeners at heart. They possess an instinctive enthusiasm for working with plants. There is little that needs to be done to adapt the day-to-day gardening tasks for children, but it is valuable to consider the approach to take when sharing the activities. Forms of gardening that are safe and satisfying to share with children include organic gardening, permaculture and no-till gardening. (These are the same kinds of non-polluting, environmentally safe and respectful practices used in Sustainable Woodstock’s community gardens.)

Help children to understand what they are seeing in the garden by encouraging them to ask questions such as who, what, when, where, how and why? What kinds of connections have they noticed between garden plants, animals, soil and so on? Read more about the subjects that interest children. Some good books to share include: Up in the Garden and Down in the Dirt by Kate Messner, Easy Peasy: Gardening for Kids by Little Gestalten & Kirsten Bradley and Grow Your Soil! Harness the Power of the Soil Food Web to Create Your Best Garden Ever by Diane Miessler.

Children love cherry tomatoes. Nurturing the plants and waiting for the fruit to ripen fosters gardening skills and patience. Photo: Michael J. Caduto

Here are a few simple tips for gardening with children:

• Take one step at a time. Explain things clearly and simply and the experience will carry itself. 
• Watch for the tasks that each child prefers doing. Encourage children to participate in each of the different gardening experiences to keep their interest, but allow them to do what they most enjoy whenever possible.
• Invite children to take charge of particular crops or parts of the garden to encourage responsible caring.
• Allow a reasonable amount of snacking from the garden and keep a variety of other healthy foods on hand for snack times. 
• Allow children to mix short periods of work doing different tasks interspersed with playtime. Gardening is an organic experience that is more effective if children learn that it can also be fun. 
• Allow for lots of beginners’ mistakes and approach them lightheartedly. Discuss how things could be handled better next time.
• Teach the children that a garden is an attempt to create a temporary natural community or ecosystem. Use the garden as a way of teaching about natural cycles, such as the water cycle, nutrient cycle, life cycle, gas cycle, lunar cycle and the cycles of night and day, the seasons and the years. During the gas cycle, for example, people exhale carbon dioxide which green plants need to grow. Green plants, in turn, give off the life-sustaining oxygen that animals breathe in.
• Use only natural fertilizers and methods for controlling pests and weeds. This is important for placing a high priority on the children’s health and for teaching wise Earth stewardship. 
• Help children to see the garden as a learning laboratory, with lots of opportunities to experiment and observe results. 
• Promote the idea that everyone can find their own approach to gardening—there is no one right way.
• Share in the sense of wonder, learning and adventure with the children.

Keeping A Garden Journal

Everyone can grow as a gardener simply by learning from what they are doing and what has been done in the past. Keeping a garden journal is one of the of the most fun and practical ways of doing this. Depending on their age, a child’s garden journal entries can range from simple drawings in pencil, crayon or watercolor, to notes about what they did in the garden that day and reflections on the experience.

Schedule quiet time at the end of each gardening experience for everyone to make an entry in their garden journal. Record the interesting and important things experienced that day. Be sure to include the date, weather and time of day of observations. Record the lessons learned in words, illustrations or photographs. This way, knowledge will grow from season-to season, and year-to-year.

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In Abenaki tradition the waxing of Kikas Kisos, the Planting Moon, marks the beginning of the gardening season. Photo credit: NASA Photo

The beginning of the gardening season is a good time to pause and appreciate traditional Abenaki culture and to honor their homeland, which they call Ndakinna, Our Land. Included in this vast region of the Northeast are the places we now call Vermont and New Hampshire. This beautiful environment that we all know and love is here because of the traditional wisdom and stewardship of the Abenaki and their ancestors, whose deep roots reach back more than 11,000 years.

In the seasonal Abenaki cycle, gardening commences with the waxing of Kikas Kisos, the Planting Moon. How were the early gardens of Ndakinna created? How was it possible for the Abenaki to sustain their crops year after year? Often the garden was begun during the time of Penibagos, the Leaf Falling Moon. Stone axes were used to scarify the bark at the bottom of each tree and a ring of fire was lit around the base. After the fire had burned down, the charred wood was chopped away and another fire lit. 

As with the creation of dugout canoes, the cycle of burning and chopping continued until the tree was felled. Fire was used for clearing throughout much of Ndakinna. Larger trees were removed, then brush was burned along with the branches of fallen trees. Occasionally, in small gardens, trees were only girdled and they stopped leafing out in a year or two when the tree exhausted its store of food. But this practice was labor intensive and dangerous; whenever the wind blew or heavy rains soaked the dead wood, branches broke off and fell onto the garden below.

Soil was prepared by breaking up the roots of ferns, shrubs and wildflowers with axes and hoes. Sharp-edged materials were attached to wooden handles to make hoes, including axe-shaped stones, the shoulder blades of moose and deer and, along the coast, large clam shells. Tired soil was occasionally sweetened with crushed shells and sometimes, after the same soil had been planted for a few years and fertility needed to be replenished, a shad or alewife was placed in each seed hill for fertilizer. But the common, long-term management practice was to move a garden every 10 or 12 years when the fertility of the soil became depleted. 

Traditionally seeds were planted when the danger of frost was past, or when the tender, emerald young leaves of the white oak were as large as a mouse’s ear. Men and boys helped around the garden but women and girls did much of the work. Horticulturalists throughout the region grew many of the same crops, including corn, beans, squash, pumpkins and gourds. Grown together, corn, beans and squash form a simple, elegant garden ecosystem. Corn stalks provide support for the beans to climb while the roots of beans, which are legumes, enrich the soil with nitrogen that fertilizes the corn. In between the corn, the broad leaves of both squash and beans shade the soil, which helps to retain moisture and control weeds.  One variety called pebonki skamon or north corn, produced ears that matured in only 90 days.

Each family grew and harvested 30 to 40 bushels of corn and other crops. A delicacy that was much-anticipated in late summer, when the corn was sweet but had not gone by to the starchy stage, was a juicy ear of roasted fresh or “green” corn. Corn that was not harvested green was allowed to mature until later in the season. After the harvest, corn and beans were dried. The mandible of a white-tailed deer was commonly used to shell corn from the cob. Squash and pumpkins were cut into strips and also dried for storage. Crops were stored in pits lined with grass or bark. Great quantities of dried corn were ground into meal using a stone mortar and a pestle made from either hardwood or stone. Mortars were also fashioned from a piece of log several feet long with the center hollowed out down to within a few inches of the bottom.

Close to where the families gardened, babies swayed from blanket hammocks that were hung just above the ground from a sturdy but supple overhanging branch. These arboreal cradles were gently rocked by the passing hand of each early summer breeze. 

This article is adapted with permission from the author’s book, A Time Before New Hampshire: The Story of a Land and Native Peoples (Brandeis Univ. Press/Chicago Univ. Press).

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