Sailing and Rigging: Learning and Rigor

Rigging the BowBy Christine Mason. “… the westerly wind dropped, and a southerly rose swiftly, galling me to the heart lest I retrace our course to meet the whirlpool’s terror. All night I was swept along, and at sunrise was back at Scylla‘s rock, and dread Charybdis, who swallowed the water round me” (from Homer’s Odyssey).

And from another author: “Seven miles offshore we meet our first ice. Closer in it is everywhere; there is often one floe ten yards to starboard and another just as close to port. These chunks are not pack ice formed from the frozen sea. They are splinters, dumptruck-sized, of larger icebergs. It’s impossible to guess just how much farther they extend beneath the surface.”  (Tuning the Rig: A Journey to the Arctic; Harvey Oxenhorn, 1990).

Recently, a writer on the web (B.R.Goven) wrote: “Someone once described sailing  as made up of one-third ecstasy, one-third boredom, and one-third abject  terror. While the degree of terror, or perhaps better stated as fear of uncertainty, can vary ….Sailing….is full of little details that can bog you down if the big picture is not kept foremost in mind.” 

Each of these writers has focused our attention on the “story of a ship at sea.”  Can you empathize with the characters in these scenes at sea?  Were they engaged?  By what criteria would we say “yes?” Do their finally honed descriptions convince us that their attention is 100%?

In comparing their adventures at sea to learning in classrooms, we can examine not only student engagement, but also the preparation for learning (or sailing). What provisions had they made for their journeys?  How important were their riggings? The riggings that helped to steer their ships. 

Can you imagine learning that is 1/3 ectasy, 1/3 boredom, and 1/3 abject terror? This probably sounds more like Play Station 4 than learning in a classroom. However, is there a lesson to learn?  Is there a relationship between preparing the masthead and riggings and establishing requirements for rigor?  Could rigor be the riggings of instruction? Could rigor establish the lines and the tension between lessons? What other parallels could we draw?  In other blogs and articles, CEI has compared the role of principals to captains at the helm of their ships; we have described the necessity of leaders who can steer their ships through turbulent waters.  What else could be said regarding the ebb and flow of the ocean, the importance of crews who are on-board and supportive, and preparing to turn ships around? 

Two words that come to mind with these scenarios are perseverance and resiliency.  So not only did the characters in the stories need to be physically prepared, but they needed to be mentally fit to withstand the circumstances they encountered at sea.  Where did they gain their courage and confidence to proceed?  Is there something to the “risk taking” that occurs in their stories that may be missing in classrooms today? Some element that creates a sense of intimacy and action so that learning is truly a multi-sensory experience?  How important is it for youth to have a sense of being involved in action drama?  For youth to participate in learning not only as the reader-observer, but as the doer?





One thought on “Sailing and Rigging: Learning and Rigor”

  • Sailing is learning in action and often filled with high drama and sometimes boredom if there is no wind. Gives the crew time to build relationships in our little community, while studying maps and writing in our ship’s log. Our classroom is the ocean and if we venture to the unknown, the open ocean, it takes courage and confidence in our personal skills and our mates’ skills.

    Most sailors’ agree-one learns to sail with hands-on experiences. Reading, learning new vocabulary and studying navigation skills are important but for sailing to be meaningful, nothing competes to being in a boat on the water.

    I loved the metaphor of learning in the classroom as it applies to sailing. My students in the US Coast Guard are focused, ya they’re adults and not kids but they become enthralled on the water just like kids. Hyper focused! Sailing is a multi-sensory experience. The sights, sounds, smells and scenery are all part of the sailing experience. Aides in memory retention come exam time.

    Take a gander in one of my recent log entries and one can feel my meaning. Vocabulary development? Oh yea but when new students are out to sea sailing and ‘feeling’ the vocabulary, well, it becomes more meaningful to them. There’s drama in diction!

    What a beautiful day outside. The sky is blue, much like the ocean in the tropics. The wind is steady at 12 knots, and the ocean swell is nonexistent; in fact, it looks like the pond behind the house. The sails are hanked on, halyards are made fast, all gear is stored in the foc’sle, and hatches are battened down. The crew and boat both sit anxiously at the dock, waiting to shove off and head out into the wild blue yonder. Finally the moment has arrived, and we glide slowly away from the dock. Sails are full and trimmed perfectly, the crew is on the lee rail acting as ballast, hull speed is quickly reached, ah yes, the kind of day sailors dream about. As we reach the outer buoy its time to tack. The crew takes their proper positions as the Captain yells, Prepare to come about! Ready about? Hard alee! Like a well-oiled machine the boat changes direction; all sails are once again trimmed, and the crew settles in on the new lee rail.

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