Black Rock Forest News

Winter 2004 The Black Rock Forest Consortium Volume XIV, No. 1

Conifers, Hardwoods Can Reforest Education Areas of Hemlock Mortality Fall in the Forest for City Public Schools ative , as well as some duced ecosystem productivity, N hardwoods, show a high likeli- greater climate extremes, and stream oundless excitement and hood of successful use in reforesting warming, and it can potentially also “B joy.” That’s how Michele areas suffering from mortality of lead to loss of soil nutrients and soil, Kahn, the principal of Eastern hemlocks (Tsuga canadensis) water quality diminution, and stream City’s Public School 220 in the Mott caused by the hemlock wooly adelgid sedimentation. Quick reforestation Haven section of , de- (Adelges tsugae), according to a 2.5- could minimize or avert these conse- scribed the reaction of the school’s year study in Black Rock Forest. quences, but there is insufficient in- fourth and fifth graders to their Oc- Funded with a grant from the Arthur formation about how best to protect tober visit to Black Rock Forest. Ross Foundation, the study involved and reforest such areas, especially in This fall, PS 220 joined PS/IS 176 planting seedlings of a variety of spe- light of heavy deer browsing.” from northern ’s Inwood cies in test plots in two sites im- neighborhood as a participant in pacted by heavy The Nursery the School in the Forest program hemlock mortality, In 2000, prior to the and a member of the Black Forest and analyzing how start of the refores- Consortium. Five classes from each the results of ac- tation trials, the school spent a day at Black Rock tive tree planting Forest established a this fall, engaging in compass work, compared with the new native tree , collecting and identifying natural reclama- nursery and leaves, finding evidence of the pres- tion of these sites, stocked it with ence of animals, and exploring the both with and nearly 5000 seed- scientific process. without fencing to lings of promising Started with a generous grant exclude deer. native and from the New York Community Black Rock is char- hardwood trees, Trust, the School in the Forest pro- acteristic of the 2- concentrating on ject is designed to give public million-acre High- white pine (Pinus schools from New York City the land Physiographic strobus), because it same opportunities to participate in Province that is fast-growing, in- the Forest’s science education pro- stretches from expensive, widely grams that independent schools in Pennsylvania to available, and suc- the city and public schools in Or- Connecticut and is cessful in planta- ange County have enjoyed for four- similar in many tions throughout teen years. ways to other - the region, but also dominated forests including tamarack School in the Forest throughout the (Larix decidua), The program currently involves two eastern white cedar one-day trips to the Forest for each forest. Vigorous growth of white pine seed- ( Chamaecyparis class, but will expand to include an “The ongoing lings at Black Rock Brook site. thyoides), red overnight stay once the Forest destruction of east- (Picea ru- Lodge is completed this spring. ern hemlock by the wooly adelgid, a bra), sycamore (Platanus occiden- Additionally, teachers attend an tiny imported insect, is one of the talis), dogwood (Cornus florida), orientation session at the Forest most serious current threats to the which is persisting despite a blight, and return to their classrooms with forests of New York state,” explains and white birch (Betula papyrifera). the lesson plans and materials they Forest Director Dr. William Schuster, Over the next two years, Forest need to prepare their students for who conducted the research. “It not staff cleared a 1400-square-meter the field trips to the Forest. During only leads to the death of individual (0.34-acre) site in the Black Rock this preparation period, staff from trees and entire stands, but it also Brook watershed and an 1860- the Forest, including the project’s has major impacts on forest health, including increased fire danger, re- (continued on page 5) (continued on page 4) 2 Black Rock Forest News Winter 2004

Black Rock Forest Report from the Forest Director Consortium arth’s climate has been getting nocturnal warming. Thus, predicted E warmer, and it is now predicted increases in nighttime minimum that global temperatures will rise by temperatures may have a more sig- Black Rock Forest News is published three times a year by the Black Rock 1 to 6°C in this century. Even small nificant influence on net plant car- Forest Consortium. changes in temperature can have big bon uptake than increases in day- effects on ecosystems, including for- time maximum temperatures. En- The Black Rock Forest Consortium is an ests. Direct effects of temperature on hanced night warming also reduces alliance of public and private schools, plants include changes in primary the daily temperature range, which colleges, universities, and scientific and metabolism, development, and has its own impacts on seed germi- cultural institutions engaged in research, education, and conservation in the 3785- growth of organs. Indirect effects can nation and the growth of several im- acre Black Rock Forest in New York’s include altered competitive interac- portant forest tree species. . tions, herbivory patterns, changes in More research should probably range distribution, and increased be focused on potential ecological The Black Rock Forest Consortium is a growing season length. This warm- and physiological responses to night not-for-profit 501(c)(3) organization sup- ported by membership dues, grants, and ing may over time result in much warming. Drs. Griffin and Turnbull gifts. different forests with serious implica- are currently proposing research at tions for critical parameters such as Black Rock Forest to assess the ef- Consortium Institutions forest productivity, supply of timber fects of predicted increases in noc- American Museum of Natural History and water, and biological diversity. turnal temperature on the regen- Shifts in forest composition and pro- eration of important tree species in ductivity will certainly impact habitat northeastern forests, a major con- and suitability for animals, with po- cern in an area where most forests The tentially traumatic impacts on some are aging and often little regeneration species. A recent paper in the jour- exists in the understory. They seek Cornwall Central School District The nal Nature suggests that massive to determine if nocturnal warming Friends Seminary extinctions may occur just due to the will have unexpected impacts on Marine Biological Laboratory at Woods warming expected to occur by 2050. seedling performance under field Hole—The Ecosystems Center Most research has focused on conditions, and how it will vary Newburgh Enlarged City School District mean increases in temperature ap- among key species. New York City Public School 176 plied uniformly both day and night, It has been shown that atmos- New York City Public School 220 but nighttime temperatures have pheric CO2 concentrations will con- New York – New Jersey Conference been increasing, and are predicted to tinue to increase around the globe continue to increase, at twice the rate even if we start reducing fossil fuel The School at Columbia University of daytime temperatures. The effects emissions now, and there have been may be more marked in the forests of few concerted efforts to reduce emis- Consortium Staff northeastern North America where sions. The increased CO2 will have William Schuster, Ph.D., Forest Director maximum daytime temperatures its own direct impacts, but there will John Brady, Forest Manager have remained relatively constant also be associated impacts, and Joyce M. Baron, Education Coordinator over the last 50 years. warming, especially night warming, Barbara Brady, Administrative Assistant Warmer nights will have impacts seems a likely part of our future. Matthew Munson, Data/Network Manager independent of daytime temperatures What will be the outcomes? First, Consortium Officers as photosynthesis and respiration we need to determine if the responses respond independently to tempera- in growth chambers and greenhouses William T. Golden, Chairman ture. Plants appear quiescent at will also occur in nature. Warmer Frank Moretti, Ph.D., President Sibyl R. Golden, Vice-Chair night, but continue to respire, based nights will not happen in isolation William M. Kelly, Treasurer in part on how much they photosyn- and will likely interact with other Christie Van Kehrberg, Secretary thesized that day. Research by in- changing factors such as storm fre- vestigators Kevin Griffin and Matthew quency, fire regimes, precipitation, Consortium Address Turnbull has identified an important and humidity. We already know that 129 Continental Road mechanism with the potential to af- the ecosystem response to rising lev- Cornwall NY 12518-2119 fect patterns of photosynthesis and els of CO2 will vary depending on Phone: (845) 534-4517 growth in seedlings under predicted temperature. The results for things Fax: (845) 534-6975 future environments. Nocturnal we care about such as forest health Web: www.blackrockforest.org warming can significantly impact and environmental quality are not Black Rock Forest News dark respiration, reducing carbohy- clear, but it is not too early to bring Sibyl R. Golden, Editor drate reserves and leading to in- the focus of science to bear on this Terry Murray, Photo Editor creased photosynthesis on the follow- issue. We hope to be able to contrib- ing day. Their research in growth ute to better understanding of future chambers has shown important conditions through research and changes in biomass and seed pro- education at Black Rock Forest. „ © 2004 Black Rock Forest Consortium duction in many species due to — Dr. William Schuster Winter 2004 Black Rock Forest News 3 New Guide Invites Teachers to Use Forest Resources

hen Antonia Daly, a math and in ongoing projects and connect to 2003) and the School in the Forest W environmental sciences teacher the Forest from the classroom. The (see “Fall in the Forest,” p. 1). She at Friends Seminary, first started most important resource is the Forest also explains how teachers can de- thinking about her sabbatical, her itself – 3785 acres of forest, meadows, sign lessons for students using re- thoughts naturally turned to Black ponds, and streams, from lowlands to search information available online Rock Forest. “I’d been the faculty mountain tops, networked with from the Forest and from other Con- representative to the Consortium’s and observation points. sortium members, such as the Ameri- Board for five years,” she notes, “and can Museum of Natural History, that I realized I could combine my envi- Sensors, Lessons, Research conduct research at Black Rock. ronmental interests with the develop- Next come two sections on the For- This leads naturally to the next ment of the Forest’s education pro- est’s sensors, the data they provide, section on scientific research at the grams.” Now, after spending one day and the ways teachers and students Forest and the benefits of including a week for five months in the Forest, can use the data. “This was the origi- research papers in the high school and just in time for the spring 2004 nal heart of my project,” Ms. Daly curriculum. More than 300 research opening of the Forest Lodge, Ms. Daly says. “I wanted to make this wonder- publications are on file at the Forest; has created A Teacher’s Guide to ful store of data, lessons, and activi- Ms. Daly includes a partial list of re- Black Rock Forest: A Manual for Use ties accessible, relevant, and excit- cent research projects by scientists in the Classroom and the Field. ing.” To this end, she first describes and graduate and undergraduate stu- the locations of the sensors, the envi- dents at Black Rock and notes that Overview and Resources ronmental variables they monitor, teachers can find information on The 44-page guide begins with an and the way the data are recorded. such topics as forest health, environ- introduction to the Forest and a dis- She then provides some general ideas mental changes, and population cussion of how Black Rock can bene- for using the data and three specific studies. The manual concludes with fit the curriculum. After providing examples of high school lessons using practical information for visiting the suggestions for subjects ranging from water data (chemistry, stream flow, Forest and an appendix on carbon biology to chemistry and physics, Ms. conductivity), weather station data sequestration, introducing equations Daly identifies topics relevant to arts (air and soil temperature, wind direc- to quantify the biomass and carbon and social studies, as well as other tion, ), and building data content of various tree species. uses schools can make of the Forest, (geothermal heating, power use, water such as retreats, teacher training, use). “These are just pointers and Using the Guide associations with other Consortium guides,” she explains, “pieces of data Friends Seminary plans to print ap- members, student internships and with suggestions for how teachers proximately 200 copies of the manual mentorships, and community service. can adapt them to their own classes.” and distribute it widely to its teachers “The manual is designed to be practi- Applications for lower and middle and among Consortium member in- cal and inspirational,” she explains, school students follow. Although Ms. stitutions. The Forest is developing “to inform teachers about the many Daly teaches at the high school level, plans to make it available online. opportunities at the Forest, to invite Friends Seminary asked her to in- Ms. Daly believes that experienc- them to become comfortable with its clude resources for kindergarten ing the ecological relationships within resources, and to empower them to through eighth grade teachers in the the Forest can allow teachers to un- make creative and independent use of guide. During her weekly visits to the derstand the interconnections be- the facilities.” Forest from February through June, tween their subjects and others, or Ms. Daly also lists the plethora of 2003, she worked with Black Rock’s the “ecology of education.” “The For- resources for teachers at Black Rock new Education Coordinator, Joyce est itself is the curriculum,” she says, Forest: facilities (the Center for Sci- Baron, and Rebecca Sussman, a stu- “and, ultimately, it is the informed ence and Education, with its labs and dent intern from Dalton, as well as and motivated teacher who will forge classrooms, and the Forest Lodge), with Forest Manager John Brady and a connection to Black Rock for the equipment (many field, lab and class- Data/Network Manager Matt students. I hope I have been able to room supplies), ready-to-use curric- Munson, to learn about the diversity convey its resources and pleasures to ula and lesson plans (“the centerpiece of programs and lessons available for fellow educators.” treasure of teacher resources,” with younger students. Besides identify- “This manual represents an im- 35 activities and lessons developed by ing curricular concepts and themes portant step in making the Forest and Forest staff and Consortium teach- (such as cycles of nature, ecological Consortium resources even more ers), technological features (the data systems and biodiversity, water ecol- beneficial to school programs,” notes sensors, GPS/GIS, and a set of les- ogy, forests, trees and leaves, plant Forest Director Dr. William Schuster. sons using these data developed by and animal identification, geology, “We look forward to working with new Dr. Kim Kastens from Lamont- and geography/maps and compass), teachers as a result of its distribution Doherty Earth Observatory), and in- and providing a list of the 35 ready- and to helping them develop out- formation collections (the library, re- to-use curricula, she discusses the standing programs for their students, search archives, and herbarium), as Forest’s trout breeding program (see building on the many resources de- well as the opportunity to get involved “Brookies at Black Rock,” Spring scribed in this guide.” „ 4 Black Rock Forest News Winter 2004

Browning Ninth Graders Conduct Research in Forest inth-grade students from the dous resource for both the boys and procedure, and a working hypothesis, N Browning School, a long-time the teachers.” He noted that Forest before their first visit to the Forest. member of the Black Rock Forest Director Dr. William Schuster helped During that visit, they set up their Consortium, conducted their own the students during the planning projects, collected and analyzed data, science research projects in the For- phase, responding rapidly to e-mail and encountered some problems, in- est this fall. They used the Forest’s questions about conditions, species, cluding finding suitable locations, web site to learn about research op- and equipment; that Forest Manager learning to use the equipment, and portunities and the availability of ar- John Brady and Data/Network Man- finding successful testing methods. chival data, developed their own re- ager Matt Munson provided excellent Some needed to revise their projects. search questions, visited the Forest logistical support and advice about “It was important for the students twice to conduct research, and pre- setting up experiments; and that stu- and for Cynthia Jackson, the boys’ pared both written and oral reports. dents used a rowboat, waders, sein- biology teacher, and me to follow The twenty-seven students through with experiments ” notes worked on seventeen projects, Mr. Keany, “even if they initially including analyzing dissolved yielded null results, or if unfore- oxygen concentrations at differ- seen problems arose.” On their ent reservoir depths, comparing second visit, a month later, the the number and variety of spi- boys were more confident and ders in three areas, investigating comfortable, showing greater in- why hemlocks are diseased or dependence in getting around and possibly dying, photographing carrying out their research. retrieving bait hanging “This was definitely a learning from a tree, analyzing photo- experience,” Mr. Keany concludes. tropic effects, comparing aster “The students discovered that growth rates at different fertilizer research needs preparation, revi- dilutions, seining the streams sion, and thoughtful interpreta- and reservoir for living organ- tion. We look forward to main- isms, and investigating differ- taining this as a feature of the ences in red maple growth in ninth grade science experience.” various parts of the Forest. Dr. Schuster points out that “A science research project is Browning student strapping motion-sensitive “there can be more work and diffi- a major piece of each student’s camera to tree to determine whether a culties when the projects are stu- would take fresh bait. ninth grade assessment,” ex- dent-designed, but the results plains Sam Keany, chair of the inde- ing nets, depth samplers, and water can be richly rewarding and of long- pendent boys’ school science depart- testing kits provided by the Forest. lasting impact. The Consortium is ment. “This was the first year we Working in pairs or alone, the interested in working with teachers to used Black Rock as the site for the students developed proposals for develop further experiences in real projects, and the staff were a tremen- their research, including an aim, a research for students.” „

Public Schools (continued from page 1) and practicing with them outdoors, fifth grade classes from PS 176 hiked director, Joyce M. Baron, an experi- the students, their teachers, and For- to either the Hill of Pines or Black enced educator and administrator, est staff hiked to Black Rock Hollow Rock Mountain where they continued visit the classrooms to build the stu- for a treasure hunt. Rhymed clues their compass work at the summits; dents’ confidence and knowledge; (such as “Yellow trail marker, here so did the fourth graders from PS they also provide a parent education you are, you will not travel very far. 220, but they also engaged in leaf component. (See “City Public Schools Set your compass to 150, you will and tree identification. The PS 220 Gain Forest Access,” Spring 2003, for find the next stop nifty”) led the stu- fifth graders broke into several more information.) dents from site to site, using their groups, hiking to Split Rock, Eagle compass skills along the way, until Cliff, or Mount Misery. Along the way Forest Activities they found the treasure – a snack of to Split Rock, the students learned Two fourth grade classes, two fifth apples and cider. about finding evidence of the pres- grade classes, and one combined Afternoon activities varied for ence of animals without actually see- fourth/fifth grade special education each group, but all involved hikes to ing the animals, and one group re- class from PS 220, and two combined different Forest locations with Mrs. corded twenty-nine sightings of this fourth/fifth grade classes, one fourth Baron and other members of the For- kind of evidence. The Split Rock grade class, one fifth grade class, and est staff, including Network/Data groups were also able to see New York one sixth grade class from PS/IS 176 Manager Matt Munson, as well as City from two vantage points. visited the Forest this fall. Each class Jamie Kamlet, a retired Cornwall The sixth graders from PS/IS 176 arrived at the Forest around 9:30 AM. Schools teacher, and Norman Baron, were old hands at visiting the Forest, After reviewing what they had already former head of Connecticut’s Mead having been part of the initial School learned about how compasses work, School. For example, the fourth and (continued on page 5) Winter 2004 Black Rock Forest News 5

Reforestation (continued from page 1) cent, with white pine and white cedar forestation would be more difficult in square-meter (0.46-acre) site in the showing the greatest survival of the extremely steep and rocky sites; that Canterbury Brook watershed. Hem- conifers (around 95 percent at both it is too early to project the number of lock trees grow well, and have been sites), and hardwood survival ranging years needed to reestablish a closed- most severely impacted, on cool, from 75 percent for sycamore to 100 canopy conifer forest; that deer fenc- north-facing slopes ranging from wet percent for dogwood. (Hardwoods ing is probably necessary until the to dry soil conditions. The selected were only planted at the Black Rock seedlings are safely above the height sites represented the two largest Brook site since they showed signifi- of deer browsing (about five years for stands of hemlocks within the Forest, cant natural regeneration at the Can- white pines, but longer for other spe- and both had experienced dramatic terbury Brook site, including abun- cies); that competition for space, hemlock mortality. Both were on dant stump sprouts of oak and maple light, and water from other woody northwest-facing slopes with gentle from live trees cut to establish the volunteers may eventually prove det- grades, thick glacial till soil, and planting area.) White pine seedlings rimental to long-term conifer domi- hemlocks between 120 and 140 years were the tallest of the planted coni- nance and may require aggressive old. Each site was prepared by re- fers, followed by tamarack. cutting of volunteers; and that insect moving all remaining trees, as well as The hardwoods, both planted and herbivores, pathogens, and drought stumps and large rocks, where possi- volunteer species, showed good may also threaten future survival of ble, and erecting 3-meter-tall deer- height growth as well, particularly the trees. exclusion fences. sycamores, black birch, and tree-of- “We are extremely grateful to the Then, in the fall of 2001, 1378 heaven (Ailanthus altissima), an ex- Arthur Ross Foundation for funding trees were planted in a fenced 492- otic and invasive species. Naturally not only this study, but also the next square-meter section of the Black volunteering vegetative cover ex- year of our research,” notes Dr. Rock Brook site; the following fall, ceeded 75 percent in both fenced and Schuster. “In the future, we plan to 1800 trees were planted in a fenced unfenced areas at the Black Rock quantify the natural reforestation and 980-square-meter section of the Can- Brook site; however, tree seedling woody biomass increment rates in terbury Brook site. Each site also volunteers were nearly three times fenced, unplanted areas in compari- included an unfenced and unplanted more numerous in fenced areas than son to the planted areas, and to de- area and a fenced but unplanted area in unfenced ones. termine how long unfenced areas of so the researchers could track the hemlock mortality will remain domi- course of natural vegetation and ana- Prospects and the Future nated by herbs, grasses, and unpalat- lyze the impacts of excluding deer. The researchers conclude that able woody . Some areas will there is a high likelihood of success- recover quickly from hemlock mortal- Survival Rates ful reforestation given the type of ity, but others apparently will not, As of the fall of 2003, overall sur- clearing, fencing, and planting pro- and in all cases the forest is being vival of planted seedlings was 89 per- gram instituted, but caution that re- changed substantially.”„

Public Schools (continued from page 4) will use their compass skills to see teachers and “actively engage in the in the Forest group as fifth graders. just where the sun rises and sets, education of their children.” She Forest Director Dr. William Schuster test the pH levels of the ponds, take a adds that the teachers have been able worked with this class, following up “night hike,” sing around a campfire, to “reinforce the valuable outdoor on the water quality testing work they and compare the trip with their fall lessons with nature journals, artistic did last spring. Starting at Tamarack experiences. expressions of their experience in the Pond, they discussed how acid rain Forest, and tree and leaf identifica- lowers pH and can lead to a loss of School Reactions tion.” The school, whose theme is reproductive capacity in some am- The principals of the two schools are arts and environment, is planning to phibians. They learned how to follow excited about the opportunities the build a greenhouse. a trail on a hike to Split Rock and Forest offers to both their students The Consortium would like to they practiced compass use at the and their teachers. “Black Rock expand the School in the Forest pro- summit. gives our students the opportunity to gram to include more schools and to On the hike back, Dr. Schuster see nature undisturbed and to ob- permit overnight visits, but this de- showed the students different ways of serve the natural processes living pends on obtaining additional fund- studying forests, including the use of things go through in a forest,” ex- ing to complement the start-up grant such tools as calipers and increment plains PS/IS 176 principal Miriam from the New York Community Trust. borers. He also reviewed the scien- Pedraja, “and it affords the teachers “The teachers, administrators, and tific process with them: after explain- the resources to expand and enhance students from PS 176 and PS 220 ing the hypothesis that deer browsing the curriculum. In the long run, the have been great to work with, and limits forest regeneration, he asked studies will hopefully influence the we’ve had a terrific start to this pro- them to think about how they would students’ appreciation for the part gram,” notes Forest Director Dr. Wil- test the hypothesis, showed them an they can play in safeguarding our liam Schuster. “We are very pleased experimental deer exclosure, and let natural resources.” to be able to provide these experi- them draw their own conclusions. PS 220 principal Michele Kahn ences for kids from New York City In the spring, all these classes notes that the program offers parents public schools, and hope that the will return to the Forest, where they the opportunity to collaborate with program will have a long life.”„ 6 Black Rock Forest News Winter 2004 Current Research at the Forest Hermit of Black Rock or 56 years, from 1927 through he Black Rock Forest Consortium is committed to encouraging collabora- F 1983, Victor J. A. Martineck, an T tion among member institutions and also between researchers and stu- artist and nature lover, lived off and dents. To help members learn what other members are doing and explore on, in solitude, in a tarpaper shack opportunities for collaboration, we here present a list of current research in Black Rock Forest; he died in projects at the Forest, along with contact information. „ 1991 at the age of 93. In the fall of 2003, the Museum of the Hudson Biodiversity of Spiders of the Black Rock Forest. Vladimir Ovtsharenko Highlands, the Forest’s neighbor in and Kefyn Catley (American Museum of Natural History). Contact: Vladimir Cornwall, presented an exhibit on Ovtsharenko. the “hermit of Black Rock.” Long-Term Carbon Storage in . Dorothy Peteet (Lamont-Doherty Born in London in 1897, Mr. Earth Observatory of Columbia University) and Terryanne Maenza-Gmelch Martineck immigrated to New York (New York University). Contact: Dorothy Peteet. from Switzerland in 1920. In 1927, he built his camp in the Forest; it Long-Term Study (75 years) of Tree Population Dynamics and Carbon became the “anchor of his life,” ac- Storage. William Schuster (Black Rock Forest). Contact: William Schuster. cording to Dave Noland, a local Management of Eastern Hemlock Decline in the Northeastern United writer who became friendly with States. William Schuster and John Brady (Black Rock Forest). Contact: Wil- him and who organized the recent liam Schuster. exhibit. Until well into his 70s, Mr. Martineck visited the Forest in Coyotes of the Highlands and the New York Bioscape Ini- every season, staying sometimes for tiative. Fred Koontz (Wildlife Trust). Contact: Fred Koontz. months at a time. He rambled, painted, and wrote hundreds of let- Floristic Changes Over Time in the Black Rock Forest. Kerry Barringer ters to former Forest Managers Ben and Steve Clemants (Brooklyn Botanic Garden). Contact: Kerry Barringer. Stout and Jack Karnig, with whom Forest Management, Fragmentation, and Insect Biodiversity. James he had “close and friendly relation- Danoff-Burg (Center for Environmental Research and Conservation at Co- ships,” among others. Sadly, he lumbia University). Contact: James Danoff-Burg. became obsessed by a delusion that a hiker he had met was vandalizing Hydrologic and Chemical Fluxes in the Black Rock Forest. H. James his camp and even attempting to Simpson (Lamont-Doherty Earth Observatory of Columbia University). Con- kill him. In 1983, after some 20 tact: H. James Simpson. years of “cataloging the never- Controls on Carbon and Nitrogen Cycling in the Cascade Brook Water- ending crimes of The Vandal,” he shed of Black Rock Forest. Kevin Griffin (Lamont-Doherty Earth Observa- asked two friends to help him de- tory of Columbia University). Contact: Kevin Griffin. stroy his camp. He never returned. Mr. Noland tracked down paint- Ground Source Geothermal Power Systems: Assessing Energy Efficiency ings belonging to Jack Karnig and and Local Heat Flow. Dallas Abbott (Lamont-Doherty Earth Observatory of the family of Ben Stout, as well as Columbia University). Contact: Dallas Abbott. some that he and the Forest owned; Long-Term Studies of Painted Population Dynamics and Disper- most depicted Black Rock scenes, sal. David Karrmann and Christopher Raxworthy (American Museum of with many of Sutherland Pond. He Natural History). Contact: David Karrman. selected about fifteen of Mr. Marti- neck’s “cheerful, chatty letters, Delineating Detailed Ecological Land Units in the New York Bioscape sprinkled with obscure puns and Using Multi-Temporal Landsat Imagery. John Mickelson (CIESIN at Co- literary jokes . . . [covering] a daz- lumbia University), William Schuster (Black Rock Forest), and Fred Koontz zling variety of subjects, from his (Wildlife Trust). Contact: John Mickelson. philosophy of art to the mating hab- its of the black-capped chickadee,” Delta 18O in Pinus strobus Needle Cellulose: Assessing the Potential for gathered other items kept at the Recovering Subseasonal Cell Maturation Information. Edward E. Cook Forest, such as old family photos and William E. Wright (Lamont-Doherty Earth Observatory of Columbia Uni- and funny little camp relics, and versity). Contact Edward Cook. wrote the accompanying text. Bob The Potential Role of Physiology in the Age-Related Decline of Red Oak Petrilli, a graphic artist, prepared Productivity at Black Rock Forest. Kevin L. Griffin (Lamont-Doherty the labels and an arresting poster of Earth Observatory) and Will Bowman (Center for Environmental Research Mr. Martineck with a backdrop of and Conservation at Columbia University). Contact Kevin Griffin. the Forest. Many parts of the exhibit will Survey of Bees (Hymenoptera, Apoidea) of Black Rock Forest. Jerome G. reside permanently at Black Rock Rozen, Jr. (American Museum of Natural History). Contact: Jerome Rozen.„ Forest and may appear in future exhibits in the Science and Educa- tion Center, in the Lodge, or on the Forest’s web site.„ Winter 2004 Black Rock Forest News 7 Forest News in Brief 2004 Small Grants Available. The Consortium has an- an even grade with the highway, rerouting its path so that nounced its 15th annual Small Grants program, with it intersects the highway at a right angle (enhancing sight awards of up to $5000 for scientific research and up to distance and enabling a right turn to the south), widening $3000 for education projects conducted in the Black Rock the incoming and outgoing lanes, paving with a thick new Forest. This program is funded by a generous grant from layer of asphalt, and installing a guide rail. The project the Ernst Stiefel Foundation. Grants will be awarded on was funded primarily by the Black Rock Forest, but with a competitive basis and can support purchases of equip- the support of the Village of Cornwall-on-Hudson for the ment, summer stipends for students, transportation paving. Thank you State Senator William Larkin for help- costs, and other needs. Housing facilities are available. ing to expedite the review and final approval of the plans Guidelines and application materials are available from by the New York State Department of Transportation. Consortium institutional representatives and from the New Property Added to Forest. An ecologically impor- Forest web site (click on either Research or Education, tant 13.47 acres of forest have now been permanently and then on Small Grants). Proposals are particularly protected and added to the Black Rock Forest thanks to a solicited in six priority areas, listed on the web site. Con- recent acquisition by the Open Space Institute. The prop- sultation with the Forest Director is suggested. The dead- erty was essentially an inholding within the northwestern line is February 1, 2004. corner of the Forest on the northern slopes of Sackett Forest Receives NSF Grant. The National Science Foun- Ridge on the west side of the Canterbury Brook water- dation has awarded a $58,606 grant to the Black Rock shed. The property is owned by OSI, but will be managed Forest Consortium for a proposal by Drs. William Schus- by the Black Rock Forest and now becomes part of its ter and Frank Moretti to modernize and expand the For- Canterbury Brook Ecological Reserve. It includes ridge- est’s ecosystem monitoring network. line, slope, and riparian habitat, and contains a number Naming Opportunities for New Lodge. Naming and of very old hemlock trees and mature specimens of many sponsorship opportunities are available for contributors hardwoods. Thank you OSI. to the new Lodge. Please contact the Forest office for Mountaineering Play Benefits Museum of the Hudson more information. Highlands. On February 7, the Storm King School will Improvements to Forest Entrance. Significant safety host the opening of a play by John Pielmer, who also improvements have been made to the main entrance to wrote the award-winning Agnes of God, about mountain- the Forest from Route 9W at its intersection with Reser- eer Willi Unsoeld, one of the first Americans to climb Mt. voir Road. These include bringing Reservoir Road up to Everest. For information, call 845-534-5506, x. 204. „

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All contributions are tax-deductible as the Black Rock Forest Consortium is a 501(c)(3) organization. 8 Black Rock Forest News Winter 2004 Report from the Forest Manager nterest in the coyotes of Black Rock swell, choking my throat. With the tongue began to swell again. As the I Forest has intensified with the be- hair on the back of my neck standing coyote neared, he stopped suddenly ginning research of Fred Koontz of the up, I was in awe. The coyote’s reac- at ten paces and must have deter- Wildlife Trust, another student of the tion was quite different, not compre- mined the source of the cat wailing, “Lessons of the Coyote.” I have been hending the words awe or fear. With- as he turned and resumed crossing a disciple of these lessons for over out breaking its jogging strides, the the pond. Further attempts by my twenty years, but still feel a tender- canine turned onto the pond. As it sorry calls were met only by a turn of foot. Lessons are taught in many crossed the pond, slush splashed the head, then ignored. Upon reach- ways; vivid memories of visual and from the front paws, leaving an ing the far side of the pond, the coy- personal contacts come to mind. enlarged print; the hind paw followed ote disappeared in the forest, and I While tracking deer, censusing in the hole made. My mind was try- was standing still in the same foot- the forest’s overwintering population, ing to capture everything that was prints trying to figure it all out. He or many other wild animal tracks are happening: a healthy coyote of at she went back to being a coyote and I discovered on miles of the route. least 40 pounds, with a coat of black, a human. Some years back, while tracking brown, white, and red, was galloping Continuing, the coyote would re- along the road at Sutherland Pond on away on a snowy Sutherland Pond appear on boulders, watching across a beautiful clear day after a wet snow- with blue sky and an ancient back- the pond. Not until I used the catcall, fall of 2 to 4 inches, I approached a drop of pine, hemlock, and stone. poorly again, did the coyote vanish for curve in the road with very limited Realizing the fleeting moment, I good. This did succeed in giving me sight distance. As I approached the did not want it to end. Remembering the sense of being watched for an- bend, an upcoming coyote met me, being told by a mentor of the coyote’s other mile or two. probably tracking too. At a distance hatred of cats, I did my best to imitate The lessons learned can be inter- of about three paces our eyes met. a catcall. The results were immedi- preted many ways. The experience This quick moment revealed volumes: ate: the coyote stopped, turned, and lives with me forever; the coyote the brilliant yellow eyes of the coyote ran towards me, faster than before caused all my senses to peak and I were bright, alert, and focused. The and with tongue hanging and teeth got a glimpse of how old man coyote’s wild nature of the glare froze me in showing. I impressed myself, but senses are always peaking..„ my tracks and my tongue began to soon realized, “now what do I do;” my — John Brady

Black Rock Forest Consortium 129 Continental Road Cornwall NY 12518-2119

Phone: (845) 534-4517 Fax: (845) 534-6975 Web: www.blackrockforest.org

Inside This Issue

Conifers, Hardwoods Can Page 1 Reforest Areas of Hemlock Mortality Fall in the Forest for New Page 1 York City Public Schools Guide Invites Teachers to Page 3 Use Forest Resources

Browning Ninth Graders Page 4 Conduct Research

Hermit of Black Rock Page 6