Wind in our wings: Helping our crew members to soar

“They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint.””

— Isaiah 40:31

Repost: Wings of Inspiration by Polish photographer Dariusz Klimczak. www.kwadrart.com (not our boats)

QBE expeditions are about learning to sail. They’re about exploring postcard ports and coastlines. They’re about discovering new cultures with all their historic wonders, artisanal treasures, and distinctive cuisine. But—though hard to articulate—they’re also about the nourishment that small-group traditional sailing provides for the soul and the confidence that flows from it. It’s one of those things you just have to experience to truly appreciate.

Expeditionary learning. It works. And here’s the evidence:

This is a tale of two schools: an ocean apart geographically and demographically, but with the same noteworthy co-curricular requirement for every student. One school, St. Benedict’s Prep in Newark, New Jersey (USA), costs US$13,000 (about 11,500€/£9,700) a year to attend, though most students receive financial aid. The campus is surrounded by urban blight. The other school, Aiglon|Switzerland, costs close to ten times that much. It is situated in the idyllic Alpine ski resort of Chesières-Villars, high above the Rhône Valley and nearby Lake Geneva. Interestingly, as dissimilar as the schools are in many respects, both have a common challenge: helping their students build character, resilience, and self-esteem. In that regard, it turns out that kids who come from extremely “advantaged” backgrounds can struggle as much as kids who come from “disadvantaged” backgrounds. (It can be dispiriting, even emotionally debilitating, to grow up in the long shadow of an extremely successful and/or famous parent, trying to find your own identity and path in life, just as it’s hard to overcome the many day-to-day challenges of growing up poor.) To address the character/resilience/self-esteem issue, both schools rely on a time-tested pedagogical strategy to get impressive results: EXPEDITIONS.

Two entirely different schools. yet their Small-group expedition dynamics and results are almost exactly the same.

Your scribe met QBE director Will Sutherland years ago at Aiglon, when it was much less expensive. Will was a mathematics teacher and sports master. I was a student. Challenging outdoor expeditions were one of the pillars of the school’s co-curriculum—and ethos. (The founding headmaster, John Corlette, spent some time at Gordonstoun, in Scotland, with expeditionary-learning advocate and Outward Bound® founder Kurt Hahn. Consequently, “JC” became a believer in the benefits of outdoor adventure early in his teaching career.) As much as anything else, the expedition component of an Aiglon education defined our unique boarding school experience. And apparently it still does. Here’s a recent Aiglon video of a rock climbing sortie:

FYI: A via ferrata (Italian for “iron route/path”) is a climbing route that employs steel cables, rungs, and or ladders, fixed to the rock to which climbers attach harnesses to secure themselves and mitigate the danger of any potential fall. Vie ferrate eliminate the obvious risks of unprotected scrambling and climbing or the need for sophisticated climbing equipment; in other words, they facilitate mountain climbing for beginners.

*QBE is not affiliated with Aiglon|Switzerland and the presence of this video on our blog is in no way an endorsement of QBE Outdoor Education by Aiglon or vice versa. It is intended only to make a point about the profound impact of outdoor adventure on high school students.

Below is another video, a short documentary, about an annual trekking expedition that is required for graduation from St. Benedict’s Prep. Many Newark schools are what Americans call “challenged”; their achievement test scores are embarrassingly low. But St. Benedict’s, an inner-city Catholic school, is a remarkable outlier—it graduates 98% of its students and 85% go on to earn undergraduate degrees! The school believes that a five-day trek every first-year high-school student is required to join is a large contributor, if not THE key, to its remarkable academic results.

“It is probably THE most important thing we do…above and beyond the academics…. Every school in the country should find some way to get their kids out in nature to realize there’s something bigger than you.”

—Ivan Lamourt, St. Benedict’s Director of Counseling

The school’s regular expedition route is a 55-mile stretch of the Appalachian Trail, the famous woodland path that stretches across 14 states, from Maine to Georgia, through the ridges and valleys of the Appalachian Mountains. The school has been such an amazing success story that it and its Trail expedition were featured on the popular U.S. television news magazine “60 Minutes.” (QBE did its first post about St. Benedict’s a few years ago.)

What is striking are the comments of students from both Aiglon and St. Benedict’s; they are all on the same page. They come away from their outdoor adventures with similar revelations. They learn the same life lessons. And those lessons stick.

*QBE is not affiliated with St. Benedict’s Prep and the presence of this video on our blog is in no way an endorsement of QBE Outdoor Education by St. Benedict’s or vice versa. It is intended only to make a point about the profound impact of outdoor adventure on high school students.

So there you have it: the magic that happens when you undertake a strenuous exploit, outside your comfort zone, to achieve an ambitious goal.

Sailing expeditions are a variation on the trekking/mountaineering theme, just in a different register (You’re on the water, not land; and you use your arms and hands more than your legs). Participants learn teamwork, resilience, and leadership along with sailing skills and something about our area’s local cultures and history. They form strong bonds with new friends—their fellow crew members. And, like other young expeditioners, many of them come away with experiences and new insights they can use to help craft winning university admission essays.

Service projects are laudable and enormously satisfying moral imperatives. Challenging small-group expeditions, organized and supervised in large part by the participants themselves, are a different breed of endeavor—consequential investments in motivation, character, and confidence that also pay surprisingly high academic dividends. Who would have thought? Testing your limits outdoors usually translates into higher academic achievement in the classroom. It seems a stretch. But there’s ample evidence it’s true. Ambitious expeditions can be life-changers in many different ways, and we enthusiastically commend them to parents and teens looking for transformative summer enrichment.

The difference quality instruction can make

Will Sutherland showing a crew member how it’s done.

You never know what you’ll find when you scroll through a Twitter feed. Recently, your scribe stumbled across a 2008 article in The New Yorker written by public intellectual Malcolm Gladwell; the title of his piece was MOST LIKELY TO SUCCEED, How do we hire when we don’t know who’s right for the job? He proceeds to compare great American football quarterbacks to school teachers. (For those of you not familiar with American football, the quarterback is the player who distributes the football to other players on a team’s offensive unit, i.e., he’s the key offensive player. Good quarterbacks are the sine qua nons of championship-caliber teams.) In his article, Gladwell uses anecdotes to illustrate how hard it is for scouts to divine who will develop into a great professional quarterback and who won’t. (Most great university quarterbacks wind up being disappointments when they turn pro.)

Then he moves on to teachers. Just like quarterbacks, they are absolutely essential for [educational] success and apparently just as difficult to assess when freshly minted. You have to see them in action over time to see if you have a winner.

“One of the most important tools in contemporary educational research,” Gladwell writes, “is ‘value added’ analysis. It uses standardized test scores to look at how much the academic performance of students in a given teacher’s classroom changes between the beginning and the end of the school year…. [A change in] the students’ rankings [expressed as a percentile on math and reading tests] , value-added theory says, is a meaningful indicator of how much more effective [one teacher is than another].”

He then goes on to write,

“…the difference between good teachers and poor teachers turns out to be vast.

Eric Hanushek, an economist at Stanford, estimates that the students of a very bad teacher will learn, on average, half a year’s worth of material in one school year. The students in the class of a very good teacher will learn a year and a half’s worth of material. That difference amounts to a year’s worth of learning in a single year. Teacher effects dwarf school effects: your child is actually better off in a ‘bad’ school with an excellent teacher than in an excellent school with a bad teacher. Teacher effects are also much stronger than class-size effects. You’d have to cut the average class almost in half to get the same boost that you’d get if you switched from an average teacher to a teacher in the eighty-fifth percentile. And remember that a good teacher costs as much as an average one, whereas halving class size would require that you build twice as many classrooms and hire twice as many teachers.

Hanushek recently did a back-of-the-envelope calculation about what even a rudimentary focus on teacher quality could mean for the United States. If you rank the countries of the world in terms of the academic performance of their schoolchildren, the U.S. is just below average, half a standard deviation below a clump of relatively high-performing countries like Canada and Belgium. According to Hanushek, the U.S. could close that gap simply by replacing the bottom six per cent to ten per cent of public-school teachers with teachers of average quality. After years of worrying about issues like school funding levels, class size, and curriculum design, many reformers have come to the conclusion that nothing matters more than finding people with the potential to be great teachers. But there’s a hitch: no one knows what a person with the potential to be a great teacher looks like. The school system has a quarterback problem.”

QBE doesn’t have a quarterback problem. In fact, our “quarterback” is probably our greatest asset. We have truly fabulous boats. We go to amazing places. We have all the assets anyone could want to provide an exceptional expeditionary education experience. Of course, other programs have some great assets, too. But what precious few have is a gifted quarterback like ours. Teaching is as much—if not more—an art than a science. Once again, Gladwell:

“A group of researchers—Thomas J. Kane, an economist at Harvard’s school of education; Douglas Staiger, an economist at Dartmouth; and Robert Gordon, a policy analyst at the Center for American Progress—have investigated whether it helps to have a teacher who has earned a teaching certification or a master’s degree. Both are expensive, time-consuming credentials that almost every district expects teachers to acquire; neither makes a difference in the classroom. Test scores, graduate degrees, and certifications—as much as they appear related to teaching prowess—turn out to be about as useful in predicting success as having a[n aspiring professional] quarterback throw footballs into a bunch of garbage cans.”

Will Sutherland has been teaching outdoor and life skills (as well as mathematics) his entire life. One of his former students once told your scribe he was the best teacher she ever had. Here’s another believer:

“…under Will’s impeccable guidance and mentorship, we felt safe yet consistently challenged as we learned the many important skills needed to sail a boat and compete effectively in a large race [Cowes Week]. My best memories of the experience were bonding with my fellow boat mates as we pursued a common goal and learned to work together and communicate effectively under pressure and in a highly compressed period of time. Will is a tremendous organizer and inspiring leader who is highly adept at facilitating this type of endeavor. I would wholeheartedly and enthusiastically recommend any program that he is involved with….and would sign up in a heartbeat if I were 18 again!”

—Dariane H., Concord, MA, USA

Many of us can point to one or two teachers we had in school who made a profound impact on us. Will is that kind of difference maker. And (along with the opportunity to go sailing on his jaw-dropping pilot cutters) he’s the reason many of us volunteer our time to help out with the project. When it comes to teaching gaff-rig sailing and mentoring youngsters, he’s proven over time that he’s the real deal—an all-pro quarterback. You can read a short bio HERE.

“Do you see it now?”

Many of you will have seen the Netflix mini-series The Queen’s Gambit. It’s the fictional story of an orphaned chess prodigy named Beth Harmon who battles personal demons to claw herself to the top of her sport. In one scene, she challenges her opponent, a friend, with a question about the end game: “Do you see it now?” she asks. He admits he doesn’t. She does.

The same question can be posed to parents looking to give their children the best possible chance to succeed in school and life: Do you see the things that can really make a difference? Of course, no two children are exactly alike. A child who is, say, musically or athletically gifted will (understandably) be brought up differently than a child who is not. But for most teens, a great adventure can be a life changer—because impressive accomplishment brings self-esteem, and self-esteem is transformative, in our personal lives AND in the classroom (see the post on St. Benedict’s school in Newark, NJ.) Moreover, a great adventure can help teens see a more imaginative end game for themselves. Suddenly, new possibilities present themselves, possibilities that may not on the radar screens of most of their friends.

Good classroom instruction should never be discounted. But sometimes it’s what kids learn—or don’t learn—outside of the classroom that makes the teachers look good. Or not. Leading Swiss boarding schools are now charging over USD100,000 per year in tuition. What on earth is that paying for? No doubt different parents will give different answers. But surely one of the most common answers would be “experiences.” Switzerland sits a short train or coach ride away from several European cultural capitals. And opportunities for outdoor adventure are everywhere. It’s an “experience bonanza.” We, too, offer an exceptional European adventure and cultural-exposure opportunity—at a much more reasonable price. You have our coordinates.

Self-esteem: the catalyst for classroom and life success

What’s the difference between an exciting international trip and a challenging international adventure? Short answer: the latter provides a real sense of accomplishment—and the resulting self-esteem that accomplishment delivers. We understand that some people now conflate self-esteem with a narcissistic “self-terrificness” and view it as an undesirable privileged attitude. But we would argue that self-terrificness is, in fact, a symptom of low self-esteem. We use it in the sense or “self-worth,” of confidence in your ability to be able to reach ambitious goals if you put forth the effort. Several years ago, the famous American TV newsmagazine “60 Minutes” ran a piece on St. Benedict’s, an inner-city school in Newark, New Jersey. (For those of you not familiar with American geography, Newark is located just outside of New York City. It struggles with a high poverty rate [almost thirty percent] and underperforming public [city-run] schools.)

St. Benedict’s is a remarkable outlier. It graduates ninety-eight percent of its students, and eighty-five percent go on to earn undergraduate degrees. Wow! Two things jump out about the school’s unique educational program: 1) Students actually “run” the school (frequently making and learning from mistakes in the process) and 2) upperclassmen (the upper school admits boys only) lead all new students on an ambitious expedition along the Appalachian Trail every spring.

So how important is that strenuous outdoor adventure? Here’s one teacher’s assessment:

“It is probably THE most important thing we do…above and beyond the academics…. Every school in the country should find some way to get their kids out in nature to realize there’s something bigger than you.”

From the “60 Minutes” transcript:

“60 Minutes” correspondent Scott Pelley: … Street smarts won't carry you far on the Appalachian Trail.
Headmaster Edwin Leahy: It's the only class in school that a 98 is a failing grade ‘cause if you only get 98 percent of the way down the trail, you didn't get to the bus to bring you back home.
Scott Pelley: In [second-year student] Devionne's group, one classmate decided "98 percent" was all he had.
—"You gotta keep pushing bro."
St. Benedict’s upperclassman Devionne Johnson: So I said, You're not gonna quit in front of the camera. These are—this is “60 Minutes.” Don't quit, keep going. So eventually we finally make it up this mountain. And I was so relieved.
Scott Pelley: At the summit, they caught a breathtaking view of character. [Emphasis ours]”

You can read the complete transcript, here. And you can watch a short documentary on St. Benedict’s annual five-day expedition along the AT, below.

“A Breathtaking View of Character “

St. Benedict’s outdoor expeditions involve small-group hiking along the Appalachian Trail. And practically everything you’ll hear about their wilderness program could be said of our small-group sailing expeditions. Everybody with teenagers should watch this. It’s only 14 minutes long.

At the ELS, we also let our crew members take practically all the decisions; they effectively run the courses, including the navigating. We constantly stress teamwork and shared responsibility to other crew mates. And when we sail back into port at the end of a course, we, too, see character breaking through. The satisfaction of impressive accomplishment coupled with a new-found personal agency works wonders just about every time.

So it turns out there’s quite a difference between taking an educational trip and embarking on an epic outdoor challenge, whether hiking or sailing or something else. In fact, there’s really little comparison when it comes to a transformative experience.