Junior Maine Guide Program

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Junior Maine Guide Curriculum (Level 3 – revised 2013)

Section 1

Introduction to Junior Maine Guide Program

The Junior Maine Guide Program is a way of outdoor living, which permits one to be comfortable and safe with nature without disturbing the natural environment beyond need. The JMG program can offer adventure, relaxation, and a challenge to find one’s self in natural surroundings, and the realization of personal success through the attainment of related skills. It is an out-growth of years of successful outdoor living in the Maine camping environment. It recognizes the fact that certain basic skills are the foundation of the program.

The Junior Maine Guide Program is a test of one’s ability to live comfortably in the wilderness and to care for a group of people successfully. It is for candidates between the ages of fourteen and eighteen who have had previous training in outdoor camping and who are sufficiently mature to accept and assume the responsibility of outdoor leadership. The leadership training can be a stepping stone for one to become a camp trip leader and/or, potentially, a Registered Maine Guide.

The popular Junior Maine Guide program had its inception in 1936 when a group of outdoor enthusiasts met at Camp Wabunaki in Hillside, Maine. Philip Cobb of Camp Winona, Emily Welch of Camp Wabunaki, and Halsey Gulick of the Gulick Camps, together with two well-known camp guides, Pierson Curtis and A. MacDonald Murphy, formed the first committee to organize plans for promotion of the program. A bill was presented by the camp directors of Maine, sponsored by Senator Marion Martin, and the Junior Maine Guide Program was officially created by an act of the Maine State Legislature in March 1937.

Any boy or girl attending a Maine camp or other sponsoring organization, may attend the Junior Maine Guide Testing Camp which is held the last full week in July. The candidates arrive mid-day Monday and depart Friday morning. They need to bring all the food and equipment that they would for any five day trip. If the candidate demonstrates proficiency in outdoor woodcraft and the allied activities, demonstrates good leadership and judgment, and passes the required tests, she/he becomes a Junior Maine Guide. To qualify for passing the tests, the candidate may “retest” 1 major and 3 minors, 2 majors and no minors or no majors and four minors. The Junior Maine Guide will receive a certificate signed by the Commissioner of the Department of Inland Fisheries and Wildlife.

A note to the JMG Candidate…

Before your JMG training experience, the examiners assume that each candidate has already participated in a number of varied wilderness experiences, and has gained wilderness skills commensurate with these experiences.

Up until this moment, you, the candidate, have most likely been taken on trips by family members, camp counselors, skillful friends or maybe even Maine Guides. In most cases, the trip had probably been planned for you; the destination, dates, reservations, permits, and the research of hazards and emergency information; all taken care of by someone else. The details and preparations, including equipment choice were probably all covered. Now it is your turn to be the one to take a leading role in trip planning and taking leadership. It’s your turn to take on a lot of that responsibility, and prove your skill level during your week at testing camp.

Besides readying your own skills for evaluation, you have been preparing yourself to become the trip leader, to be the one to keep yourself and others comfortable and safe; so that they too have the opportunity to appreciate the excitement and adventure that our wilderness offers. Are you ready for the challenge of preparing to be the leader? Upon arrival at testing camp, a JMG candidate’s behavior, demonstrated skills and knowledge should indicate that they are ready to be the leader, to be the one looked upon as a model for others to emulate.

The JMG examiners expect each candidate to welcome the challenge! You have already enjoyed wilderness opportunities that many have never experienced. And now, you are ready to prepare for the highest certification that the Maine Youth Camping Foundation, in conjunction with the Maine’s Department of Inland Fisheries and Wildlife, offer for your age group. The examiners truly look forward to meeting each and every one of you at testing camp and wish you great success. (Revised 2013)

JUNIOR MAINE GUIDE PROGRAM

Areas of Evaluation

MAJORS MINORS

1. Axemanship 1. Maine Issues

2. Canoeing 2. Fire Building/Wet Day Fire

3. Individual Shelter 3. Trees

4. Individual Fireplace 4. Hiking/Backpacking

5. Topographic Map 5. Equipment Knowledge

6. Map of Area 6. Environmental Concerns

7. Map of Maine 7. Leave No Trace

8. Trip Equipment 8. Wilderness Regulations

9. First Aid 9. General Knowledge

10. Cooking 10. Wildlife Identification

11. Group Encampment

JUNIOR MAINE GUIDE OUTLINE

MAJOR TESTS

I. Axemanship The Candidate should know how to use an axe, knife and saw safely and in a practical, self- assured, efficient manner. This equipment should be of the appropriate size and weight for the individual who is using it. Tools should be sharp, and in good working condition.

Evaluation This is a practical evaluation. The camper selects a fallen tree, limbs it, and saws a billet from this tree. The candidate will set up a chopping block in order to split the billet and then contact split it. The candidate will then demonstrate knife splitting and the ability to make shavings. This evaluation takes approximately 20-30 minutes.

The candidate’s axe and knife skills are evaluated again as the individual is taking the wet-day fire test. Candidate should be able to use the axe, knife and saw in a practical, self-assured, efficient, and safe manner.

Sample Score Card Junior Maine Guide Examination Axe Performance and Wet Day Fire Evaluations

Candidate ______ID #______Camp ______

Axe Performance Examiner ______Wet Day Fire Examiner ______

(10) Knowledge / Safety / (10) Care of Equipment (5) Sawing (Billet/position) (5) Ax work (swing/splitting/limbing) (5) Use of chopping block (5)

(5) Use of Knife (5) (position/contact splits/shavings) Comments Comments

Total_____ Total_____

Overall Total 40 needed to pass

II. Canoeing The candidate should be given extensive opportunity to develop skills in handling a loaded canoe (passenger and/or trip gear aboard) in various wind and water conditions. The candidate should: - Be able to straight paddle from the stern, make turns, back paddle, skull, make landings, etc. - Have knowledge of portaging and canoe rescues. - Have knowledge of the care of canoe and paddle and know the parts of each. - Have knowledge of different types of canoes. - Have knowledge of general canoe repair. - Have the ability to paddle in strong wind and a current. - Know the difference between lake and river paddling.

Evaluation The candidate takes the examiner for a 10 to 15 minute paddle during which the candidate will be asked to perform all of the skills that are listed above. The candidate will also be asked questions concerning the individual’s knowledge of canoes, their uses and repairs, and other canoe trip leading considerations.

Resources: AMC Maine River Guidebook www.amcmaine.org www.americancanoe.org

Sample Score Card Junior Maine Guide Examination Canoeing Ability Evaluation Candidate ______ID #______Camp ______Examiner______

Excellent Good Fair Poor Score Paddling (10) —straight line with effective stroke —handling in wind / current —paddles confidently —back paddle

Turns (5)

Landings (5)

General Knowledge (5) safety, loading, repair, etc

Comments

Total 20 needed to pass

III. –IV. Individual Shelter and Fireplace The candidate should have knowledge of how to set up an adequate individual shelter and to build a small and safe fireplace. The candidate needs to know how to tie knots; what to look for in proper drainage, and safety; and how to set up a sturdy shelter fly. This area of skill is evaluated with the individual shelter, but the same principles can apply to setting up a kitchen fly in the encampment. The only necessary equipment are an axe, a knife, a hand saw, sufficient rope for ridgelines and corner stakes, and a small (8’x10’ or so) shelter fly.

The candidate should: - Be able to construct a safe, usable, one-night campsite. - Construct a simple and safe fireplace with a simple cooking rig. - Be able to provide a usable supply of tinder, kindling and firewood. - Be able to construct a sturdy, well protected shelter suitable for spending the night. - Be able to remove all traces of presence upon departure. - Accomplish this all in a 90 minute time period.

Evaluation The candidate is given a perimeter within which to select a site and build a shelter and fireplace. An examiner will evaluate the shelter and fireplace for location, construction, safety, firmness, position & drainage, and quality of firewood. The site will again be evaluated after the candidate has disassembles the shelter and fireplace. Of particular importance is the restoration of the site to pristine condition after its use.

Junior Maine Guide Examination Shelter and Fireplace Evaluations

Candidate ______ID #______Camp ______Examiner ______

Shelter Fireplace

Shelter (10) Construction (10)

Firmness Drainage

Construction Site

Location Drainage—Coverage (5) Safety (5)

Position (5) Firewood (5)

Site Restoration (5) Site Restoration (5)

Comments Comments

Total_____ Total_____ 20 needed to pass 20 needed to pass

V. Topographic Map Each candidate should be able to: - Properly orient a topographic map with a compass and to explain the concepts involved in this process. - Identify common symbols used on a topographic map. - Describe the terrain the terrain of a given area as indicated by the map. - Indicate the best possible route between two given points on the map. - Find and verify by compass one’s location through triangulation.

Evaluation The topographic map evaluation is divided into written and oral sections. On the written part, the candidate needs to identify items that have been marked by 10 boxes on a map. On the oral part, the candidate needs to orient the map properly, use triangulation, and discuss some practical applications of the map with the examiner.

Resources: Maine Gazetteer USGS maps: www.egsc.usgs.gov

Sample Score Card

Junior Maine Guide Examination Topographic Map Evaluation

Candidate______ID #______Camp______Examiner______

Results of oral test (15 pts. Max)

Score on written test (10 pts. Max)

A. Orientation Explanation (3)

B. Ability to identify symbols (3)

C. General understanding of natural features (3)

D. Explanation of triangulation (3)

E. Practical use (3)

Comments:

Total 20 needed to pass

VI. Map of Area The candidate should be able to prepare a simple, legible, and usable sketch map of a specified area indicating the area’s principle features, such as tents, trails, roads, land character, water features, and any other significant features. The map should include accurate azimuth (compass bearing) and back-azimuth readings between each compass post and the distance in paces between each post. The map should provide a scale to which the map is drawn. The declination of the map area should be indicated.

Evaluation Each candidate should bring a compass and protractor to JMG Camp to use for this test. Five compass posts are driven into the ground encircling a specific area. The candidate makes a map of the area around and inside the compass posts. Graph paper and rulers are provided for this evaluation.

This is the only evaluation that does not have to be finished once the candidate has started a test.

Sample Score Card:

Junior Maine Guide Map of Area Score Sheet

Candidate______ID #______Camp______Examiner______

(4 – needed to pass)

______Degree readings are incorrect

______Error of closure is too large or not shown

______Orientation of map is misleading / confusion with magnetic/true north

______Map shows few details of the surrounding area

______Scale of map is misleading /some of the distances were paced or drawn incorrectly

______Declination is not shown or is misleading

Other Comments:

Sample Worksheet

JMG EXAMINATION --- MAP OF AREA

Name: ______Camp: ______

Course: ______

Directions: (A) Make a simple but accurately illustrative map of the area, both within and outside of posted compass line area. Do not cut off details at the compass bearing line.

(B) Give exact bearings on lines in both Azimuth and Back Azimuth.

(D) Include such features as: campsites, roads, trails, forest lands, water bodies and other descriptive data, using appropriate and well-drawn symbols, with key to same, placed on map.

(E) Error-of-closure in final bearing line must be noted on the map in degrees (not paces, feet, inches on the map.)

(F) Use this sheet to collect information and data, and use graph paper for map.

POLE # FRONT AZIMUTH BACK AZIMUTH PACES

1 - 2

2 - 3

3 - 4

4 - 5

5 - 1

VII. Map of Maine The candidate should have a general knowledge of the map of Maine and be able to name and locate important cities and towns, principle rivers and waterways, major lake areas, mountains, and state and national parks and forest. This is a written test.

Evaluation The candidate is given a sketch of a map of Maine that has cities, rivers, lakes, mountains, and parks shown in their correct location. The candidate needs to identify these features. The map given will have designated lines for each feature. The candidate must then correctly label each city, water body, or other feature.

Towns Lakes Rivers Auburn-Lewiston Allagash Allagash Augusta Azicohos Androscoggin Bangor-Orono-Old Town Belgrade Kennebec Bar Harbor Chamberlain Penobscot Bath-Brunswick Chesunucook Saco Bethel Churchill St. Croix Biddeford Eagle-Square-Long St. John Camden-Rockland Flagstaff Caribou Grand Mountains Fort Kent Moosehead Allagash Greenville Mooselookmeguntic Baldpate Houlton Rangeley Cadillac Kittery Sebago Caribou- Lubec-Eastport Squapan Speckled Madawaska West Grand Elephant Millinocket Katahdin Portland Parks and Forest Mt. Blue Presque Isle Acadia National Park Old Speck Richmond Allagash Wilderness Waterway Pleasant Rumford Baxter State Park Saddleback Skowhegan Camden Hills State Park Sugarloaf Waterville Mt. Blue State Park Tumbledown Rangeley Lakes State Park Reid State Park Sebago Lake State Park White Mountain National Forest

Resource: Maine Gazetteer, Various state maps

VIII. Trip Equipment The candidate should be able to plan and list items for a mountain or canoe trip (candidate’s choice) that will last 3 to 5 days for 6 to 12 people. This list should include: - Necessary group equipment. - Necessary personal equipment. - A balanced, nutritious menu for the entire trip. - Food quantities and supplies for each meal. - Total quantity of food and supplies for the trip.

Evaluation This is a written evaluation that takes at least 45 minutes to complete. A strong emphasis upon safety equipment and careful planning are expected. The examiners are interested in balanced and nutritious meals, sufficient but not excessive quantity of food and equipment, and an accurate complying of the overall food quantities needed for the entire trip.

Sample Scorecard

Junior Maine Guide Examination Trip Equipment Score Sheet

Candidate ______ID#______Camp ______Examiner ______

Group Equipment

Personal Equipment

Quantity for Individual Meals

Total Quantity and Supplies for Trips

Total

4 needed to pass

JMG TRIP EQUIPMENT EVALUATION- Sample

Name______ID#______Camp______

You are the trip leader who is preparing to go on a 3 day canoe or mountain (circle one) trip with 10 campers and 2 counselors (total of 12). Your trip starts with lunch on Day 1 and concludes after lunch on Day 3. You need to make a list of the equipment, menu and food that you will need to make the trip. Prepare balanced and nutritious meals for each day including food items, beverages, snacks and 1 emergency meal in case of a delayed pickup. When your menu is completed, fill out the Trip Food Requisition List that would get turned into your camp kitchen.

Excerpt from Leave No Trace Skills & Ethics- North America 4/01: “Adequate gear can be essential to the success of a trip, but it’s a mistake to bring too much stuff. Get a jump on waste management by planning meals to avoid leftovers. Package food in reusable containers or plastic bags. Get rid of wrappers and heavy packaging in advance, so you won’t be tempted to leave them behind.”

EQUIPMENT LIST: GROUP and PERSONAL

General or Group Equipment Personal Equipment Safety, Fire and Repair Items Clothing

Cooking and Eating Equipment

Weather Wear

General Group Encampment (housing, Non- clothing Items storage, cleaning

Other Items (mode of transportation, etc.) Other Items

Name ______ID#______Camp______

MENU FOR THE TRIP – Trip Equipment Evaluation - sample

MENU FOOD with QUANTITIES NEEDED for MEAL Day 1 Lunch

Day 1 Supper

Day 1 Snacks

Day 2 Breakfast

Day 2 Lunch

Day 2 Supper

Day 2 Snacks

Day 3 Breakfast

Day 3 Lunch

Emergency Meal

Sample Requisition List

IX. First Aid The candidate should be current with the latest American Red Cross first aid protocol, and have approximately 8 to 10 hours of classroom work. The candidate should have knowledge of CPR, First Aid, treatment, and patient care.

Evaluation This evaluation consists of multiple choice questions and written responses to accidents that could occur during wilderness activities. The multiple-choice questions cover the topics of Resuscitation, Shock/Bleeding, Wounds/Bandaging, Injuries to Extremities, Medical Emergencies, and Environmental Emergencies.

X. Cooking During the week, all JMG candidates will be required to cook and serve meals beginning with Monday’s dinner, and concluding with Thursday’s dinner. During the week, a successful, bake, boil, and fry must be achieved, but although the requirement may be met early in the week, the candidates must continue to serve adequate and satisfactory meals. They should assume that they are the guide, and the testers are their clients for the week.

The candidate should: - Be proficient in cooking on either a campfire or camp stove. - Know how to prepare food by baking, boiling and frying. - Know how to serve meals on time. - Know what constitutes a balanced, nutritious meal. - Know how to prepare a batter from staple items and/or use mixes. - Know how to properly clean and re-pack all equipment after a meal. - Manage their kitchen, their time, and provide proper planning for clean up and sanitation.

Evaluation During each meal one of the examiners will visit each encampment and eat with the candidates. The examiner will grade the meal. Each candidate must personally prepare at least one successful bake, boil, and fry during their stay at JMG Camp. Taste, presentation, nutrition, cleanliness, and a balance meal all play a part in the grading. In addition, the tester should be welcomed to their site, and have a positive overall experience.

At the end of the week, scores are averaged, and a Pass or Retest is assigned. All meals are scored on a 1-5 scale, with a 4 being required overall to pass.

References: AOL “Red Book”, various outdoors cookbooks, www.eartheasy.com/play_campfire_cooking.htm

Sample Cooking Evaluation card:

Camper Bake Boil Fry Taste Cooked Part of a Average Comments Successfully balanced meal

Need a 4- to pass Scale 0-5

XI. Encampment

This is why people go camping – to live, work and share together in the wilderness. The candidate will set up tents and kitchen flies; set up kitchen and fire areas (stove and/or open fire); be part of a neat, safe and well-organized operation; serve balanced meals on time; and leave a clean campsite when JMG Camp is done.

Encampments should have protection from weather and they should be neat, and orderly. Personal gear should be stored out of sight; group gear should be stowed neatly; and all foodstuffs should be packed away to prevent visits from animals. After the meals dishes should be washed and put away, and garbage should be bagged.

Safety is of paramount importance in any wilderness encampment. First aid kits should be readily accessible at all times, and there should be two fire buckets full of water at all times, whether or not there is a fire going in the site.

Evaluation The group will set up their encampment on the first day of JMG Camp and take it down on the last day. There can be no more than six candidates per campsite. The sites will be assigned to the groups. Encampment checks are done by the staff during meals, and during the morning and afternoon testing sessions. All of the site visits, and a group’s general deportment and attitude become part of the encampment grade. All of the members of a group receive the same grade.

Sample overall score sheet:

JUNIOR MAINE GUIDE EXAMINATION

Daily Camp-Site Check Score Sheet

Camp ______Site# ______Examiner: ______

Day: ______A.M ______or P.M. ______

- Food and or garbage left out or put away? - Pots/pans cleaned and put away? - Tents and / or clothing picked up? - Fire out and water buckets filled with clean water? - Overall neatness: - General comments Score:______(4- is passing)

Sample overall score sheet:

JUNIOR MAINE GUIDE EXAMINATION

Group Encampment Evaluation Score Sheet

Camp: Site number:

Group Members:

General Comments

Performance: PASS FAIL

MINOR TESTS

I. Maine Issues Each candidate should be aware of the environment that the camper is using and enjoying, and aware of ways in which this environment can be protected. The issues can vary from carry in – carry out concerns, erosion due to overuse or misuse of camping facilities, clean water issues, and acid rain, proper recreation use on private property, etc. (See Reference/Resources “Maine Issue”

Evaluation In this written test, each candidate is asked to write briefly about an important environmental issue in Maine. The examiners are not looking for a set answer, but they want to see the type of environmental philosophy the candidate is developing.

II. Wet Day Fire A Maine Guide must rely on their equipment and woods skills to be safe in the outdoors. During the Wet Day Fire test, it is assumed that the candidate has been on a canoe trip, one in which it has rained for some time. Their clients are wet and cold, and they are relying on their guide for their safety and comfort.

The candidate should: - Be able to build a fire in a short period of time by using proper axe and knife skills - Be able to select a suitable billet, which will be soaked for 5 minutes in water. - Be able to prepare wood, build and light a fire, and boil water within 20 minutes - Properly extinguish fire and return site to natural condition.

Evaluation A chopping block and fireplace are provided. The candidate brings a pre-selected billet, an axe and knife to the testing area. The billet is soaked in water for 5 minutes. The candidate has 20 minutes to split the wood; prepare a fire and boil a small can of soapy water. Safety is important, and the overall score will stand alone as a Minor, yet unsafe practice will negatively impact their Axmanship Major. A candidate may be asked to stop if unsafe technique is displayed.

III. Trees This is a written evaluation. The candidate goes through a “tree line” that contains trees, branches, and billets. The candidate identifies these on a numbered test sheet. There are between 20 and 25 species in the tree line. Examples of trees commonly found in Maine and which may or may not be found on the “tree line” are listed below. If a specific type of species is listed, it is expected that the candidate will differentiate between those types of species as listed. There is no partial credit. For example, the answer of “pine” or “maple” will receive zero credit. Answers only from the list below will be considered correct. speckled alder basswood mountain ash apple beech red oak white ash white cedar white oak grey birch cherry red pine white birch hemlock white pine yellow birch sugar maple pitch pine quaking (small tooth) aspen larch (tamarack) red spruce poplar (big tooth) aspen red maple willow balsam fir striped maple

Resource: Forest Trees of Maine, by Maine Forest Service Publications 16

IV. Hiking/Backpacking This is a written evaluation: The candidate should: - Know what factors to take into consideration when planning a trip: Size and experience of group, type of terrain, weather conditions, etc. - Know the fundamentals of using mountainous areas while trying to protect the surroundings. - Know the appropriate clothing and equipment to use - Know how to pack a backpack - Know the signs and how to treat hypothermia - Be aware of special weather conditions at high elevations - Know how to purify water and appropriate methods of washing dishes - Know what to do with garbage and human waste

Additional resources: AMC Maine Mountain Guide, various Backcountry pamphlets www.amcmaine.org

V. Equipment Knowledge The candidate should be able to operate the camp stove and lantern that is used in their encampment. The candidate should be able to refuel, start and operate, and describe any simple repairs on the stove. This may include replacing mantles, etc.

Evaluation The candidate will demonstrate knowledge’s of the groups stove and lantern to an examiner.

VI. Environmental Concerns This is a written evaluation. The candidate should: - Know the concerns of invasive plants – especially milfoil – and what the state is doing to try to prevent the spread of invasive plants. - Be able to identify some poisonous plants, and methods of protection from exposure to these plants - Know the concerns about deer ticks and Lyme disease and the appropriate protection - Know the names of some of Maine’s mammals and birds of prey that can be seen “in the wild” - Know the names of some plants and animals in Maine that are endangered or threatened species. - Have knowledge of Maine’s hunting seasons and what special hunting permits can be obtained by a lottery system Resources for this evaluation may include: Field guide to New England, National Audubon Society Department of Inland Fisheries and Wildlife handouts and pamphlets www.maine.gov

VII. Leave No Trace® This is a written evaluation. The candidate should: - Know the difference between low impact and no trace camping and the philosophies of each - Be aware of pre-trip planning to help insure a minimum impact trip - Be aware of the concerns of appropriate group size - Be aware of appropriate campsite procedures and trail use - Know what to do with trash and garbage and human waste - Know the appropriate or inappropriate use of camp/cooking fires

Additional resources: Leave No Trace – Outdoor Skills & Ethics – Northeast Mountains, developed by the National Outdoor Leadership School (order from 1-800-332-4100) LNT Website :www.Int.org

VIII. Wilderness Regulations This is a written evaluation. The candidate should: - Know the guidelines for a Camp Trip Leader’s Permit a. Who needs one? b. How do you get one? c. What are the age and other staff guidelines? - Know the guideline for a Maine Guide’s License a. Who needs one and what is the minimum age requirement? b. What is the application/testing process? c. In what fields can a guide be licensed? - Know the guidelines for obtaining a fire permit a. Where can a fire permit be obtained? b. When is a fire permit needed? c. Know the procedures needed before a fire can be made on private property. - Have some knowledge of fishing and fishing regulations a. At what age is a fishing license needed and where can one be obtained? b. Be able to define terms that are used in the fishing regulations - Know the boating regulations concerning Personal Floatation Devices - Know proper hunting clothing regulations - Know the role of the Maine Warden Service -Other various rules and guidelines are also included in this test.

Additional resources: Publications by the Department of Inland Fisheries and Wildlife A Guide to Safe Boating, Fishing Regulations, Hunting Regulations www.maine.gov www.maine.gov/burnpermit/ US Fire Service: www.fs.usda.gov

IX. General Knowledge This is a written evaluation. The candidate should: - Know ways to purify water - Know about appropriate clothing to use when out-of-doors - Know what to do when lost, or what to do if you are the leader and you discover that one of your campers is lost - Know what to do as trip leader when certain other circumstances arise during a trip i.e. sudden change in weather/ an injured or sick camper, etc. - Know weather signs – clouds, wind shifts etc. - Know what to do if you want to use private property.

X. Maine Wildlife Identification The ability to correctly identify wildlife is an important skill, and a requirement of the Registered Maine Guide’s exam. During guiding activities, clients may ask about a particular bird, fish, or animal along the trail, or during a paddle.

During hunting and fishing activities it is also important to be able to identify legal species from non game species.

References: Inland Fisheries and Wildlife has a poster called “Mammals of Maine”, and a small booklet and ID cards called “Fishes of Maine”. They also may have materials on various birds. You may also use field guides to study individual characteristics.

Testing Process: Candidates will be provided with a steel ring with individual pictures attached. Each card will be numbered and will display the image of the different species. There will be 15 mammals, 5 Fish, and 5 birds randomly on each ring. *A score standard of 20 correct is required to be proficient in this skill (pass).

Species: Below is a list of birds, mammals, and fish that Junior Maine Guides should be able to ID. Mammals: Fish: Birds: American (Pine) Opossum Brook Trout American Crow Marten New England Brown Trout Bald Eagle Black Bear Cottontail Landlocked Barred Owl Beaver Otter Salmon Great Blue Heron Bobcat Porcupine Largemouth Bass Common Loon Chipmunk Red Squirrel Northern Pike Mallard Duck Cottontail Raccoon Rainbow Trout Great Horned Owl Coyote Red Fox Pickerel Hooded Merganser Fisher Skunk Smallmouth Bass Osprey (Fish Hawk) Lynx Snowshoe Hare Sunfish Red Tailed Hawk Mink Woodchuck White Perch Ruffed Grouse Moose Whitetail Deer Yellow Perch Wood Duck Muskrat Woodcock

Maine Summer Camps/ME Youth Camping Fdn. JUNIOR MAINE GUIDE 20__ CANDIDATE ACHIEVEMENT REPORT

Candidate: ______

Camp: ______

Test Achievement Record MAJORS MINORS

1. Axemanship ______1. Maine Issues ______

2. Canoeing ______2. Wet Day Fire______

3. Individual Shelter ______3. Trees ______

4. Individual Fireplace ______4. Hiking/Backpacking ______

5. Topographic Map ______5. Equipment Knowledge ______

6. Map of Area ______6. Environmental Concerns ______

7. Map of Maine ______7. Minimum Impact Camping ______

8. Trip Equipment ______8. Wilderness Regulations ______

9. First Aid ______9. General Knowledge ______

10. Cooking ______10. Wildlife Identification ______

11. Group encampment ______

Recommendation of Examiners:

Date: ______

Section 2 Junior Maine Guide Curriculum

Instructor Packet

References & Resources

Reference Guide and Resources for the JMG

There are many great sources of information that may be used to obtain information that may be useful to the JMG and the instructor.

The following list of websites may be useful. The attached reference material may also be used. Topographic Map symbols, terminology and other useful map and compass nformation. www.egsc.usgs.gov State Wilderness Regulations, Trip Leader information, and Guide's License information: www.maine.gov Appalachia Mountain Club, hiking, backpacking, trail info: www.amcmaine.org US Forest Service; fire regulations, forest fire dangers: www.fs.usda.gov Leave No Trace guidelines: http://lnt.org/ Canoe terminology & info: www.oldtowncanoe.com and www.americancanoe.org Milfoil status in Maine: www.newenglandmilfoil.com

Sample study materials

Map Making—Mapping an Area: Why map making? Of what value is such a skill to an individual? As noted in the preceding Map and Compass section, mankind finds it difficult to move about on land and water without some means of navigating, planning, plotting, or recording his direction or location. Therefore, the skill of map making, as well as reading, some form, is positive value. It is a most valuable asset to the woods traveler, the hiker, the backpacker, the canoeist, the farmer, the property owner, etc. With positive knowledge of the compass and its behavior, and a personal command of the information provided by the topographic map, one (as the Junior Maine Guide candidate or his Maine Woodsman counterpart) can now set about the mapping of an area, a particular piece of ground, a trip, etc. Such capability often serves to acquaint another person, or persons, with the physical and-r geographic details of a particular land section — possibly your campsite location, a special place to fish or hunt, or even a visual presentation or tentative survey of land for sale, court, or other legal purposes. Thus, the ability to make a map in some form, even though crude, is a worthwhile skill to be acquired.

What is necessary? What should one’s map show? What information should be given? How does one proceed to prepare a map? The mapper needs.... 1. Paper upon which to draw the map — and to record information. 2. A portable flat surface upon which to draw — as a clipboard. 3. A good compass to determine directions and with which to orient the map. (See note following). 4. A pencil (sharp) with which to record information. 5. A rule for making lines and scaling. 6. A 360 degree protractor for accurate direction-line plotting. Note: (a) Certain compasses are found to be easier to use in the field for taking readings (as an engineer’s sighting type—lensatic unit—wherewith one may sight objectives accurately, as with a gun-sight). (b) Certain compasses are found to be easier to use in actual plotting of the map on paper—(as the Silva System compasses, which can be placed right flat upon the paper—some carry a measure scale upon them). 4

The map should show…. 1. An orientation symbol—to indicate proper geographic position of the map in relation to area and North direction. 2. Path(s) of travel with the area involved 3. Compass, or azimuth, readings of the path(s) of travel, with degrees recorded thereon. Back azimuths should also be included thereon. 4. Distance traveled—number of paces (or steps) measured off from point to point and recorded for (and on) each path of travel (direction). 5. Principal and significant feature details of the area recorded and symbolically indicated by descriptive symbols with an explanation key somewhere on the map sheet. (One may use standard symbols, or develop their own, provided clarity of symbol meaning is evident). 6. the scale one is using in transposing distance and paces traveled to approximate measure on the map—as, one sixteenth inch equals 1’, 1 pace equals 5’, or 1 step equals 2 ½’. Such scale should be noted with map data.

It must be noted here that many map examples frequently fall short of the effective mark because they are much too limited in detail and information. The amateur mapper all too often confines his or her attention to the path of travel only and does not relate the map to that section of terrain in which the particular area occurs, or is found, failing to give symbolic indications of such natural features, landmarks, man-made constructions, etc., as my be present and related to the situation. A so-called map is relatively meaningless unless it relates to the surrounding area in which it is located or of which it is a fragment (See illustrations relating thereto).

One’s map need not be an elaborate creation, but it must possess significant clarity of purpose and intent to present information which another person could follow with reasonable accuracy. One may readily comprehend the evident value of a meaningful map by studying the accompanying map examples made by Junior Maine guide candidates. Method of mapping procedure: 1. Measure your stride in feet, or centimeters, and determine the number of feet, or centimeters, paced accordingly (a meter is more than the general stride or pace, being 39.37 U.S. inches). It will make for smaller overall figures to use decimeters in your metric count instead of centimeters only. 2. Collect your data in the field first, accumulating all facts you consider significant to your mapping situation. Then settle down in some convenient spot and proceed to develop your accurate map from your collected information. Data collecting would follow much the same procedure, regardless of particular situation, be it independent project mapping or test mapping for Junior Maine Guide purposes. 3. Orient your information sheet to give accuracy to your collecting. 4. Commencing from your starting point (No. 1) determine your second objective point location. Face the direction you are going to travel and find out with your compass whether it is North? East? South? or West?, or points in between. The degree reading will be your azimuth. Record this degree reading (azimuth) and place a line of indeterminate length upon your data sheet from your starting point. Remember to orient your data sheet before starting. 5. Compass bearings and travel generally are related to Magnetic North, rather than True North, thus avoiding complicated and confusing declination calculations. 6. The side-step and by-pass method may be used to overcome obstacles to the path of travel, as a large tree, a boulder, etc. Approaching the obstacle, stop, side-step, pass the obstacle and side-step back into the line of travel. Do not count side-step paces, but DO count your

by-pass paces. Resume in-line pace count when back again in line with the objective toward which you are traveling. 7. Pace the distance from Objective No. 1 to Objective No. 2, keeping to your compass bearing. Side-step wherever necessary, keeping your pace count accurately. If during the measuring you to up or down any steep place, note on your data sheet the number of steps taken until you real level land again and illustrate by contour lines (See No. 10 for other details of information). 8. Upon reaching the second objective, record your paces. It makes later work easier to also here transpose your pace total to feet-of-distance total (or decimeters-of-distance total). Record same with your direction line or azimuth. 9. Turn around here and check out the back-azimuth from objective No. 2 to Objective No. 1. Your back-azimuth reading may be checked for accuracy numerically. If under 180 degrees, add 180 degrees. If over 180 degrees, subtract 180 degrees, to numerically determine back-azimuth. Verify your reading obtained from your compass. If there is a discrepancy check your readings again. They should be equal—compass and numerical check-out. 10. To avoid confusion it may be wise to back-track your path of travel, after your azimuth and pace-count have been safely recorded. to note significant physical factors of terrain (rocks, walls, stumps, trees and type thereof, gulleys, waterways, ridges, elevations, trails, roadways, man-made constructions, etc. In fact, any significant factors which assist area identification on your map). 11. Proceed in similar fashion with each direction of travel, objective to objective, as you rough-out your map and its information.

Making the Map: Now you are ready to make the official copy of your area map, having….. a. Oriented your data sheet. b. Checked all paths of travel. c. Determined azimuths and back-azimuths. d. Established paces, distance totals, and scale. e. Determined land characteristics. f. Recorded and located significant related factors g. Collected all necessary information.

Proceed now as follows: 1. Take a clean sheet of paper (some folks prefer graph paper, although it is not absolutely necessary) and orient the paper so that the top edge is True North. Place your orienting symbol in handy position (usually near a corner). Also indicate proper declination for the particular area (Magnetic North). 2. Your rough-out data map, which you oriented to begin with, should give you an idea of your mapped area’s shape and how the map will fit the sheet. Relate your map’s placement to the paper you are using. This should be done with a proper scale that will fit the paper. Do not run off onto papers connected to papers! 3. With your area in mind, place your starting point so that the entire map may be contained within the sheet. 4. With the map paper correctly oriented (check your True North- Magnetic North symbol) place the center point of the protractor at the starting point and rotate protractor into corresponding position relationship with the symbol, 9 degrees point and Magnetic North corresponding. Since your compass readings (azimuths) were taken magnetically your map would be developed according to those magnetic readings, but your map paper’s position would be oriented to True North, just as a topographic map. 5. With the protractor in this position, mark the azimuth of your first reading with a very fine point (large rough points contribute to inaccuracy in completing an accurate map).

6. Remove protractor and through these points (start to first objective) draw a fine line of indeterminate length. On this line mark off your scaled page distance Example: 20 paces at 5’ (2 ½’ per step) per pace equals 100’; scaled at one sixteenth inch equals 1 pace, line distance would be 1 ¼” on your map. Mark this distance on your line. Or, if transposing to the metric scale—1cm. might equal 5 paces; 4 cms. equal 20 paces; line distance, point 1 to point 2 would be 4 cms. on the map line., etc. 7. Indicate on your first (1-2, or A-B) line your azimuth and back-azimuth readings, also number of pages or steps taken, 1-2 or A-B. Around the line area indicate, or symbolize, those area physical features which relate to and would identify it. 8. Proceed in similar method with each successive line, or path of travel, 2-3 (B-C), 3-4 (C- D), etc., showing all related information until your map-of-area is completed.

Here—An important note: Your final line of direction, or azimuth, may not close your area diagram. Do no be unduly alarmed and force it to close. With such compasses and instruments as generally used for such mapping purpose, some minor inaccuracy is inevitable and complete closure is not achieved. With hyper-accurate engineering instruments, such closure is generally not possible. Therefore, indicate your actual azimuth line, with its reading, up to the final point, with a fine solid line. Also indicate with a fine dotted or dash line, the real closure line, and with the two lines indicate the “error of closure”, which you find, as—“Error of closure, 3 degrees”. It logically stands to reason that any large discrepancy in number of closure degrees indicates error somewhere back along the line. If such discrepancy does occur the map-maker should recheck from the starting point.

In Conclusion: Look your map over carefully and thoroughly. Make sure you have checked all azimuth lines, point to point, indicated all azimuths and back-azimuths; noted all pace totals and distances involved; have indicated necessary figure symbols which denote land and area characteristics; have included a “key” to your symbols, your scale, and such other information as necessary, including orientation symbol.

In relating such map-making to situations other than the Junior Maine Guide—Maine Woodsman programs, as possibly a rough sketch of how to find a spot in an area, a trail, a pond, a cabin, etc., procedure would be similar in character but probably simpler in detail. However, significant basics should never be ignored.

Since map-reading and map-making are universal skills, usable anywhere, the adaptation of this material to areas other than the State of Maine and the Junior Maine Guide Program is a simple matter. Adaption to mapping the way to that pet fishin’ hole, or that huntin’ hide-away, should also fall easily into place.

However, in carrying out your map-reading and map preparation do be reminded of the factor of magnetic declination in your magnetic readings and the fact that they vary throughout our continental area, east and west of the Agonic Line (the point of 0 degrees variation). Refer back to the preceding section on Land Navigation and Compass Use.

Clues to the Weather by Eric Sloane Drawings by the Author

By keeping your eyes open and observing nature’s weather indicators, you can call the turns that affect the success of your camping, fishing, hunting, and other outdoor activities. Much so-called “weather lore” is more lie than lore, but a lot of it is based on the same scientific principles that meteorologists use in making their forecasts.

Take, for instance, the old saw about a red sky at sunset indicating a fair day to follow. The scientific explanation is simple. Since all weather tends to move from west to east, when you look toward the sunset you are looking through air that will reach you tomorrow. If that air is wet and rainy, the sunset sky will be gray or yellow; if it is dry and clear, the sunset sky will be deep red. Not the sun itself, mind you, but the surrounding sky.

Drawings on the following pages illustrate a dozen simple clues to the age-old mystery: is it going to rain? Men knew and depended on these ancient rules long before there was a science of meteorology, but the reasons for them are explained by our modern knowledge of the factors that produce weather.

We live in an ocean of air, just as fish live in the sea. But this envelope of air is not level. Instead, it is sometimes piled high like mountains, sometimes cooped out like valleys. The barometer, which is simply an instrument for measuring the weight of the atmosphere, gives a high reading under a mountain of air, a low reading under a valley. It is for this reason that we call the mountains high- pressure areas or “highs,” the valleys low-pressure areas or “lows”.

These mountains and valleys of air are not stationary, but continually in motion. Because in the United States the prevailing winds are from west to east, the highs and lows generally march across the country in that direction, moving an average of 500 miles a day in summer and 700 in winter. If your newspaper has a good weather map, you can see the recent location of pressure areas, and get an idea what is headed your way.

High-pressure areas generally mean good weather, low pressure areas bad, though other conditions such as moisture and temperature also are factors. In the northern hemisphere, winds blow clockwise around a high, counterclockwise around a low.

A storm is usually preceded by an abrupt shift in the direction of the wind and by an unstable circulation of air which shows itself in many ways.

Another key fact about weather is that warm air can hold more moisture than cold air. When a mass of warm, moist air is chilled by contact with colder air or with cold objects on earth’s surface, water is precipitated as rain, snow, dew or frost. Clouds and fog are composed of tiny droplets of condensed water vapor.

The Sky is one of your best weather indicators. As highs and lows march across the country, their changes are heralded by changes in the clouds. The drawing at the beginning of this article is

composite chart of the clouds that have definite weather meanings. You needn’t worry about the Latin names, as long as you know what the clouds themselves have to tell you.

Level wisps of cirrostratus (1) precede the long, slow rain of a warm front, often producing a halo around sun or moon. Anvil-top (2) perched on thunderhead always flows out in the direction the storm is going. Altostratus (3) gives a shapeless ground-glass look to sun or moon, means a warm front, with rain in 12 hours. Altocumulus (4) promises a wind change but no rain. Cumulonimbus (5), or thunderhead, usually moves eastward producing short, hard rain with clear weather. High, small cumulus (7) indicates a cold air mass and a long, dry, fair spell. Turreted cumulus (8), darkening and enlarging, promises an afternoon storm. Line squall (9) does not itself produce rain but is followed by a hard downpour and quick, violent wind changes. Fog (10) forming at night lasts till next day; morning fogs burn out by noon.

The barometer is the weather man’s most prized instrument, but it often contradicts itself. Rains do sometimes occur when the barometer is rising or when it is very high. Sea captains are among the most weather-wise of men, because they keep logs of the sky and weather. In the old days sportsmen kept diaries on hunting trips, and as a record of weather it’s not a bad idea.

To go back to the idea that we live in an ocean of air: The trout fisherman knows that flies and water debris will collect on the lee side of a swirl around a rock, and particularly in coves protected from the current of water. The same thing occurs in the currents of the atmosphere. The lee side of a hill will be where the insects collect, and where birds will be more likely to feed. In stalking game, all the rules about fishing upstream and choosing likely pools can be applied to animals or birds.

JUNIOR MAINE GUIDE EXAMINATION MAINE ISSUE - SAMPLE

Name: ______Camp: ______

EXAMPLE:

There are numerous environmental and political issues that affect the use of the out-of-doors in Maine. In a paragraph or two, write about an issue that is a personal concern of yours, and describe any "solutions" that could protect Maine and its environment.

Sample Response: Variable Leaf Milfoil

Maine is a wonderful state to live in with a large amount of open land and water to enjoy. There are many unique things about the State of Maine, and one of them is the abundance of clean and clear lakes and ponds that are enjoyed by many people. Many people fish, canoe, boat, and swim in these water bodies without knowing that there is a threat to the very lakes and ponds they enjoy.

There are invasive plants that can spread and have a negative impact on the quality of our waters. Variable leaf milfoil is one plant that is currently spreading in Maine, and we must act now to prevent the continued infestation. This plant was not native to Maine, and it has been carried here by various ways. Most commonly, milfoil fragments are easily tangled on boat trailers, props, and fishing gear. A fragment as small as ¾” can propagate a new plant in a lake or pond and from there it can grow rapidly, quickly spreading and creating a thick tangles mat of weeds. This can deplete oxygen levels, choke off waterways from travel, prevent wildlife from thriving, and ruin swimming areas.

Maine Inland Fisheries and Wildlife has enacted laws about the transportation of milfoil, and has taken many steps to educate people on what it is and how to prevent its spread. Boat checks, signage, and a mandatory Lake and River Protection sticker for all registered boats has helped to educate the public and reduce the instance of transporting and essentially transplanting milfoil from one water body to the next. The fees from the sticker also help fund milfoil control measures.

Other steps include having divers hand pull the plants, use of suction harvesters to literally suck up the plants, or lay down plastic sheets called benthic mats to block out sunlight and starve the plant essentially killing it, as this plant has no known predator or consumer. This is time consuming, expensive, and hard work.

If everyone that uses Maine’s waterways took an active role in reducing the potential for the spread of milfoil and other plants, the risk would be reduced and much more easily controlled. During our family vacation to Sebago, I volunteered at a boat checking station and found two boats that had possible milfoil attached to their trailers! I was very pleased to have had the opportunity to help the spread of this plant, and I plan on doing more volunteer work this summer.

Criteria for evaluating the response:

A connection to a specific issue in Maine that is important to them. • What is the issue? Why is it a concern? How does it affect them or others? • Offer some specific details on what the particulars are about this issue, and explain what is or may be done to help, assist, remedy, promote awareness etc. about this issue. • Not all issues need to a problem. There is a lot of positive change in Maine and there are endless potential ideas.

Examples of Maine Issues:

Illegal Fish Stocking (Northern Pike, Bass, etc.) Water quality concerns Land Owner Relations (trend to post land) Casino’s being built in rural areas Penobscot River Restoration Ocean Fishing Regulations and reduced catch limits Milfoil Moose Hunting Permit system Grey Wolves in Maine Habitat loss= Reduction in Woodcock and Grouse Canada Lynx and the effects on Trapping Mercury in our Fish/shellfish Closing of lumber and paper mills Deer Herd losses (winter kill/coyotes) ATV’s

What affects you, your family, your camp, or your neighbors?

Use your creativity and don’t fall into the trap to merely satisfy the requirement!

Section 3 Junior Maine Guide Curriculum

Group Encampment Guidelines

Junior Maine Guide Code of Conduct Policy

The distinction of becoming a Junior Maine Guide is hard earned and well respected. Because we have many diverse camps represented, all candidates must read and sign the JMG Code of Conduct Policy. Failure to do so will prohibit a candidate from testing. A violation of this policy may result in early dismissal of a candidate.

• Group Encampment: Group encampment encompasses all of the aspects of maintaining a functional, safe, clean, and orderly campsite. This also requires the occupants of any campsite to be “good neighbors” and to maintain a level of acceptable noise and activity. A group must envision themselves at a backcountry campsite where others are present. An attempt must be made to ensure that all other campers are allowed the same opportunity to enjoy their natural surroundings. This is consistent with backcountry ethics and Leave No Trace principles.

Rowdy behavior, swearing or vulgar language, or unnecessary noise will affect group encampment of all participants at a particular site. This is measured and scored by the overall actions throughout the week, not just at mealtimes or site checks. JMG staff, camp staff and counselors, as well as other campers may have input or feedback that will affect how group encampment is evaluated.

• All campsites are separated by gender. At no times are campers to be at or “hanging around” campsites of the opposite sex. No person of the opposite sex may enter the living quarters or tent of another camper. • Co-ed groups: Males and females are to camp at separate sites. They are allowed to be on the same site during the day, and during meal times. • Campers are expected to follow the instructions of JMG staff and counselors as appropriate. • Campers are expected to follow all camp policies (of sponsoring camp) while at testing camp. • Campers are to be at their own campsite by 10:00 p.m. and lights are to be out by 11:00 p.m. unless otherwise specified. • Campers are not allowed to leave the testing campsite without supervision and /or permission at any time. • Campers must refrain from the use of foul or vulgar language at any time during testing camp. • Use or possession of alcohol, tobacco, or un-prescribed drugs or medications is also prohibited. • Academic dishonesty or cheating of any kind will not be permitted. Wandering eyes, notes, cheat sheets, or unauthorized copies of any tests are grounds for immediate removal from the JMG program. • Abuse of grounds, facilities or equipment, or reckless behavior or unsafe practices are prohibited. • Hazing, bullying, sexual harassment, or mental or physical abuse is grounds for immediate removal, and potentially further legal action. Please read and review this document, and sign below, acknowledging that you have read and understand these policies and guidelines.

Signature:______Camp:______Date:______

Sample only. Revised 2013.

JMG CAMPSITE AND CANDIDATE GENERAL GUIDELINES CAMPSITE

1. Fires a. Use the fire ring that is provided if you are cooking on a fire b. Clear only top cover away around the fire area and put at least 2 buckets of sand from the gravel pit and a few bricks as a base for the fire c. 2 filled water buckets are required near the fireplace at all times d. No fire may be lit Monday afternoon until the fire area is “Moose” approved. Fire check to start around 3 pm e. Never leave a fire unattended 2. Picnic tables a. Put a brick under each leg of the table 3. Garbage and Trash a. Pack in Pack out and remember to secure your garbage at night 4. Cleanliness a. Make sure that your site is tidy before leaving it to do your testing CAMPER GUIDELINES

1. Cleanliness – Take some time each day to wash up – especially before meals. • Please wear clean clothing at meal times 2. Name tags – Wear your name tags whenever you are being tested 3. Make sure that you have read the co-ed visitation policy that is on the back of this page WATER RUNS

Water runs will be made each morning and afternoon during the testing times. Please bring your containers to the counselor area before testing.

DAILY SCHEDULE TESTING SCHEDULE

7:30 a.m. Breakfast Tuesday • Finish Trees, Axe, • hopefully finish Canoe • and at least one long written test 9:00 – 11:00 Testing Time Wednesday • Canoe – finish in a.m., • if necessary Individual Shelter/Fireplace • Wet Day Fire • Top Map – Continue with writtens 12:15 Lunch Thursday • Shelter/Fireplace ( hope to finish in am) • Wet Day Fire • Top Map - Complete all writtens 1:30 – 4:00 Testing Time Note: That once a test is started, it must be completed except Map of Area

6:30 Dinner

8:00 Campfire/Announcements 10:00 p.m. Curfew Lights out

FIREWOOD

1. Establish an area for your firewood away from the fireplace 2. When closing the site, leave any extra wood in your wood pile. 3. Leave any stakes, chopping block, etc. that you made on your pile as well.

CAMPFIRES

1. There is slash (branches) on the ground by most campsites. This material is great to use as fuel for your campfires, and you’ll also be helping to clean up the area. 2. If you want to pull any of this slash deeper into the woods away from your site, please do. 3. If you are having a campfire, your counselor must be in the site; you’ll need a bucket of water near the fire; and the fire is out by 10:00.

SUMP HOLES

1. Please use a sump pit for all dishwater and screen out all food waste to prevent animals from utilizing as a food source. (Biodegradable soaps are preferred)

OTHER CLOSING DETAILS

1. Of course: PACK IN – PACK OUT 2. Leave your site in better shape than you found it. 3. When you are ready to leave Friday, please check out at Headquarters.

Group Encampment grading is affected by the way your campsite is left. Take a moment to make sure that it is ready for the next group to use. Revised 2013

Junior Maine Guide Testing Camp STATEMENT OF POLICY OF CO-ED VISITATIONS

The JMG Camp is a co-ed experience. To insure appropriate opportunities for testing candidates to socialize and to meet new friends of both genders, a central campfire location is provided for large group meeting and gatherings.

JMG’s policy is that there are no visits between campers of the opposite sex during testing camp.

This policy is for the safety and enjoyment of all testing candidates.

Therefore,

- The candidates may not visit the encampments of the opposite sex throughout the duration of testing camp. - Any violation of this policy may result in a dismissal from testing camp. - The responsibility for enforcing this policy rests with the staff of each camp group and the camp group.

Revised 2012

Counselor Responsibilities at JMG Encampment

I. Supervision of your candidates as you would on any trip. a. Watch over your candidates physical and mental well being b. You are the first link if your candidate has an illness or physical injury c. Make sure that your candidate: - Meets all their commitments to their encampment and the rest of their group - Has and follows a plan to complete all the required JMG testing - Follows all the responsibilities/expectations of being a JMG candidate - Follows all the guidelines of your camp rules d. You will camp in/near your group’s encampment

II. Keep a distance a. It is important to remember that the candidate is undergoing the testing – not you, their counselor. The candidates have been trained before they come to JMG Camp. Here they are being evaluated on what they have learned. As difficult as it seems, at times, you need to keep a distance from your group. Let them make the decisions; let them learn by doing. It is important to remember that JMG Camp is a trip, and a great deal of learning and experiencing new concepts takes place on all trips. Probably more learning and developing of self-confidence is done at JMG Camp than on other trips. The candidate needs to find you if they have an emergency. They should know where you can be found.

III. Helping the JMG staff a. Each counselor will check in with the JMG staff/director after breakfast, lunch and the evening campfire. We’ll discuss then how things are going and what lies ahead. b. Each counselor will be given a responsibility during each testing session to help the JMG staff .These assignments could include; - Helping to supervise the written test - Making morning and afternoon encampment checks - Helping with water runs - Helping run the wet day fire test - Doing a counselor community service project c. Each counselor will help evaluate the candidates’ cooking. You will be assigned an encampment to visit and to eat with during meal times.

IV. Set up a counselor area and group campfire area The JMG staff will provide an area that the counselors can set up as a “counselor area”. This is an area where you can hang out and to “get away” from your candidates. The area will be provided with a: - Picnic table - Shelter fly to go over the table - Fire ring - Campstove with a coffee pot or two - Water jug

The counselors are also responsible for running the group campfire area. Make sure that the area is ready to go the first evening; make the campfire each evening; and make sure that there is enough firewood for each evening’s fire. The counselors will supervise this area when the evening’s formal program is finished and make sure that the fire is extinguished.

V. Helping maintain the correct tone at JMG Camp a. Becoming a JMG is a huge challenge, but JMG Camp should be a positive experience for each candidate. The counselor needs to keep re-enforcing this with your candidates. b. All candidates need to follow all the JMG Camp expectations. c. Camping at JMG Camp is similar to being at a campsite that you share with another group. You do not want to disturb this neighboring group just as you do not want this other group to disturb yours. d. Make sure your group keeps their voices down. e. Make sure your group obeys the established curfew. f. Re-enforce the NO co-ed visitation policy. g. Also re-enforce with your candidates that you do your own work – especially while you take the written tests. JMG Camp should not be a game of “beat the tester”, but what can the candidate learn from these experienced out-of-door individuals. h. The JMG staff will communicate with the counselor if there is a concern about an individual candidate or encampment. If your group fails a daily site check, you will be told. You’ll also be informed if a candidate is behind in the testing or possibly if the candidate cooked a poor meal. i. The JMG staff will provide a campfire program each night. If some counselors want to plan a program after the formal campfire is completed, please do so.

JMG COUNSELOR INFORMATION

General Statement – Your main role here at JMG Camp is to oversee the welfare of your candidates. You can help guide them through the week’s schedule and monitor their frame of mind. It is your responsibility to supervise your group’s encampment, but, at the same time, give your group the opportunity to make decisions on their own. You need to enforce the curfew and the JMG policy on co-ed visitations.

You also will help out the JMG staff as requested, and check to see in what areas you may assist the JMG staff.

Monday’s Schedule • Meeting at 2:15 at headquarters • Before meeting, check to see if: o All paper work has been turned in to Lynn – are all names spelled correctly? o Are there any special concerns (medical/learning) about your campers that we need to know? Please tell Lynn or Moose. • After this meeting, check with your campers at the sites, and then help JMG staff with the assigned jobs. • Report to Headquarters at 6:15 to get your meal assignment. DAILY SCHEDULE TESTING SCHEDULE

7:30 a.m. Breakfast Tuesday • Finish Trees, Axe, • hopefully finish Canoe 8:30 a.m. Counselors Meet • and at least one long written test

9:00 – 11:00 Testing Time Wednesday • Canoe – finish in a.m., • if necessary Individual Shelter/Fireplace • Wet Day Fire • Top Map – Continue with writtens 12:15 Lunch Thursday • Shelter/Fireplace ( hope to finish in am) • Wet Day Fire • Top Map - Complete all writtens 1:30 – 4:00 Testing Time Note: That once a test is started, it must be completed except Map of Area

6:30 Dinner

8:00 Campfire/Announceme nts 10:00 p.m. Curfew Lights out Other Details • You may set up a tarp for yourselves near the campfire area • We will meet at 8:30 each morning before the testing starts • Remember to turn in your cooking sheets after each meal • Make sure that your campers understand our co-ed visitation policy • Check to see if there is an afternoon counselor meeting after lunch.