The Canterville Ghost

Adapted by R C COPELAND

from the story by Oscar Wilde, 1887

I.          Everyone agreed Canterville Chase was haunted. And when Mr. Hiram Otis, the retired American, determined to buy the ancient castle, they said he was doing a very foolish thing, indeed. The owner, the present Lord Canterville, was a man of punctilious honor, and felt it his duty to mention the fact to Mr. Otis: ‘We have not cared to live in the place ourselves,’ said he, ‘since my grand-aunt, the old Duchess of Bolton, was frightened into a fit, from which she never really recovered. As she was dressing for dinner, hands were laid on her shoulders from behind—skeletal hands. The ghost has been seen by several members of my family, and we often got very little sleep, with the mysterious noises from the hallways and library.’

‘My Lord,’ answered Mr. Otis, ‘I will take your ghost, along with the furniture! We have everything inAmericamoney can buy; including the best fromEurope, and I reckon if there were such a thing as a ghost inEurope, we’d have it home in one of our museums or in a stage show! I have brought my family toEnglandto experience your old-world culture, and with some new-fangled updates like plumbing and electricity the old place is perfect for us.’

A few weeks later the purchase was completed, and the Otis family moved down to Canterville Chase late in July. Mrs. Otis, who as a young woman had been a celebratedNew Yorkbelle, was now a very handsome, middle-aged woman, with fine eyes and a superb profile. She had wonderful animal spirits. Indeed, in many respects, she was quite English, and was an excellent example of the fact thatEnglandhas everything in common withAmericanowadays, except, of course, language. The eldest son, christenedWashingtonby his parents in a moment of patriotism which he never ceased to regret, was a fair-haired, good-looking young man, well known among the ladies as an excellent dancer.

MissVirginiawas a girl of fifteen, lithe and lovely as a fawn, and with a fine freedom in her large blue eyes. She had once raced old Lord Bilton on her pony twice round the park, winning by a length and a half, to the huge delight of the young Duke of Cheshire, who promptly fell in love. He proposed on the spot and was sent back to school that very night, in floods of tears, by his parents. AfterVirginiacame the twins, who were usually called ‘The Stars and Stripes,’ as they were always getting spanked. They weren’t bad boys, just excessively high-spirited.

The family started the seven-mile carriage ride from the train depot to their new home in high spirits. It was a lovely afternoon, and the air was delicate with the scent of the pinewoods. Squirrels peered at them from the beech trees, and rabbits scampered away through the grass, with their white tails in the air. As they entered the avenue of Canterville Chase, however, the sky became suddenly darkened, a stillness seemed to hold the atmosphere, a great flight of black ravens passed silently over their heads, and big drops of cold rain began to fall.

Standing on the steps to receive them was an old woman, neatly dressed in black silk, with a white cap and apron. Mrs. Umney, the housekeeper, made them each a low curtsey as they alighted, and said in a quaint, old-fashioned manner, ‘I bid you welcome to Canterville Chase.’ Following her, they passed through the large, dark hall into the library, a long, low room, paneled in black oak, at the end of which was a large stained-glass window. Here they found tea laid out for them and, after taking off their wraps, they sat down and began to look round, while Mrs. Umney waited on them. Suddenly Mrs. Otis caught sight of a dull red stain on the floor just by the fireplace and, quite unconscious of what it was, cried out, ‘I am afraid something has been spilt there.’

‘Yes, madam,’ replied the old housekeeper in a low voice, ‘blood has been spilt there.’

‘How horrid,’ cried Mrs. Otis; ‘I don’t at all care for bloodstains in a sitting-room. It must be removed at once!’

The old woman smiled sadly, and answered in the same low, mysterious voice, ‘It is the blood of Lady Eleanore de Canterville, who was found dead, stabbed through the heart, on that very spot over 300 years ago. Her husband, Sir Simon, disappeared soon thereafter under mysterious circumstances. His body has never been discovered, but his ghost still haunts the house. The blood-stain has been much admired by tourists. Tradition insists it cannot be removed.’

‘That is nonsense,’ criedWashington; ‘Paragon Stain Remover will clean it up in no time. Here it is in my bag,’ and before the terrified housekeeper could interfere he had fallen upon his knees, and was rapidly scouring the floor. In a few moments no trace of the blood-stain could be seen.

‘I knew Paragon would do it,’ he exclaimed triumphantly, as he looked round at his admiring family; but no sooner had he said these words than a terrible flash of lightning lit up the somber room, a fearful peal of thunder made them all start to their feet, and Mrs. Umney fainted.

‘What a monstrous climate!’ said Mr. Otis calmly, as he lit a cigar. ‘I guess oldEnglandis so over-populated they haven’t enough decent weather for everybody.’

‘My dear Hiram,’ cried Mrs. Otis, ‘what can we do with a woman who faints?’

‘Charge it to her like breakages,’ snorted Mr. Otis; disdainfully. ‘She won’t faint after that;’ and in a few moments Mrs. Umney came to. She was extremely upset, and sternly warned Mr. Otis to beware of trouble coming to the house: ‘I have seen things with my own eyes, sir,’ she said, ‘that would make any Christian’s hair stand on end, and many and many a night I have not closed my eyes in sleep for the awful things that are done here.’ Mr. Otis, however, and his wife warmly assured the honest old woman that they were not afraid of ghosts. After invoking the blessings ofProvidenceon the new owners, and making arrangements for an increase of salary, the old housekeeper tottered off to her room.

The storm raged all that night, but nothing of particular note occurred. The next morning, however, when they came down to breakfast, they found the terrible stain of blood once again on the floor. ‘I don’t think it can be the fault of the Paragon detergent,’ saidWashington, ‘for I have tried it with everything. It must be the ghost.’ He rubbed out the stain a second time, but the following morning it appeared again. The whole family were now quite interested, and Mr. Otis began to suspect he had been too dogmatic in his denial of the existence of ghosts. That night all doubts about the existence of the ghost of Sir Simon de Canterville were removed forever…

The day had been warm and sunny and in the cool of the evening all went out for a drive before dinner. Ateleven o’clockthey retired, and by half-past all the lights were out. Some time after, Mr. Otis was awakened by a curious noise outside in the hall. It sounded like halting footsteps, accompanied by the drag of heavy metal—and seemed to be coming nearer every moment. It stopped, finally, just outside his door. The doorknob rattled, but the door was locked. Mr. Otis got up, struck a match to a candle, and looked at the time. It wasone o’clock. He was quite calm, and felt his pulse, which was not at all feverish. He snatched up his revolver, which he had bought on a trip out West, and walked over and flung open the door. Right in front of him, face to face in the moonlight, was a tall, thin old man of terrible aspect: Eyes as red burning coals; skin hanging ragged and lifeless on his bones; hair falling over his shoulders in long, grey, unwashed, coils; garments, soiled and ragged and of antique cut; manacles and rusty shackles hanging heavily from his wrists and ankles.

‘My dear sir,’ roared Mr. Otis, ‘this is intolerable! How do you expect anyone to get any sleep around here!’ With that, he slammed the door and stamped straight back to bed, apologizing to his wife for the disturbance, and bidding her go back to sleep.

For a moment, in startled indignation, the Canterville ghost stood motionless; then he clattered back down the hallway, uttering hollow groans and emitting a ghastly green light. As he reached the top of the great oak staircase, a door was flung open, two little white-robed figures appeared, and pillows flew at his head! To the sound of derisive laughter, the ghost fled into the fourth dimension, vanishing through the wall. On reaching a small secret chamber in the left wing, he leaned up against a moonbeam to recover himself, and tried to understand his position.

Never, in a brilliant and uninterrupted career of three hundred years, had he been so grossly insulted! He thought of the Dowager Duchess, whom he had frightened into a fit as she stood before the glass in her lace and diamonds and saw mirrored a hideous, leering skeletal face and felt the bony hands upon her shoulders; of all the housemaids who had gone into hysterics when he merely grinned at them through the curtains; of old Madame de Tremouillac who wakened one morning to see a skeleton calmly seated in an armchair by the fire reading her diary. She had been confined to her bed for six weeks with an attack of brain fever, and on her recovery had become converted to the Church. With the enthusiastic egotism of the true artist, he went over his most celebrated performances, and smiled bitterly to himself. After all this, were some wretched modern Americans to come laugh at him and throw pillows at his head! It was unbearable—no ghost in history had ever been treated in this manner! He determined to have vengeance, and remained till daylight in deep deliberation.

 

 II. The next morning, when the Otis family met at breakfast, they discussed the ghost at length. Was it real? Or simply fertile imagination encouraged by the creaky old castle? Mr. Otis was naturally annoyed: ‘I have no wish,’ he said, ‘to do the ghost any personal injury; and I must say that, considering the length of time he apparently has been in the place, I don’t think it at all polite to throw pillows at him’. A very just remark, but the twins burst into shouts of laughter. ‘On the other hand,’ he continued, ‘if he really declines to oil his chains, we shall have to take them from him. It would be quite impossible to sleep with such a racket going on outside the bedrooms.’

For the rest of the week, however, they were undisturbed, the only thing that excited any attention being the continual renewal of the blood-stain on the library floor. This certainly was very strange, as the door was always locked at night, and the windows kept closely barred. The chameleon-like color of the stain also excited a good deal of comment. Some mornings it was dull red, then it would be vermilion, then a rich purple, and once when they came down for family prayers, it was bright emerald green. These kaleidoscopic changes amused the family very much, and bets on the subject were freely made every evening. The only person who did not enter into the joke was little Virginia who, for some unexplained reason, was always a good deal distressed at the sight of the blood-stain. She very nearly cried the morning it was emerald-green.

The second appearance of the ghost was Sunday night. Shortly after all had gone to bed they were suddenly alarmed by a fearful crash in the entrance hall. Rushing downstairs, they found a large suit of old armor had become detached from its stand, and had fallen on the stone floor. Seated in a highbacked chair was the Canterville ghost, rubbing his knees with an expression of acute agony on his withered old face. The twins, having brought their pea-shooters, at once discharged pellets at him, with an effectiveness attained by long and careful practice on their school teacher, while Mr. Otis covered him with his revolver and called upon him to ‘Put ‘em up!’

The Ghost started up with a shriek of rage and swept through them like a mist, extinguishingWashington’s candle as he passed, and leaving them in darkness. On reaching the top of the staircase he recovered himself sufficiently to give his celebrated peal of demoniacal laughter. It was said to have turned Lord Raker’s wig grey in a single night, and made Lady Canterville’s French governess rush screaming from the house, never to return. He laughed his most horrible laugh, till the old vaulted roof rang and rang again, but hardly had the fearful echo died away when a door opened and Mrs. Otis came calmly out, lighting the hall, and his grisly countenance, with a candle. ‘Oh, my! I am afraid you seem far from well,’ she said. ‘I have brought you a bottle of Dr. Dobell’s tincture. You will find it a most excellent remedy.’ The ghost glared at her in fury and vanished into the wall, with a deep churchyard groan, just as the twins came rushing up on him.

On reaching his room he became prey to the most violent agitation. The vulgarity of the twins and the gross materialism of Mr. and Mrs. Otis were extremely unnerving, and what really distressed him was that he had been unable to wear the suit of armor. It was his own suit. Yet when he had put it on he had been completely overcome by the weight, and had fallen heavily on the stone pavement. Confronted with these ill-mannered Americans, was he losing his powers, together with his nerve? He shuddered violently. For some days after this he was extremely ill, and hardly stirred out of his secret room, except to keep the blood-stain in proper repair. However, he recovered and resolved to make a third attempt to frighten the family.

He selected Friday, the 13th of August, as appropriate for his appearance, and spent most of that day in looking over his wardrobe, finally deciding in favor of a large slouched hat with a red feather, a winding-sheet frilled at the wrists and neck, and a rusty dagger. Toward evening a violent storm came on and the wind was so high that all the windows and doors in the old house shook and rattled. It was just such weather as he loved! His plan of action was to make his way quietly toWashington’s room, gibber at him from the foot of the bed, and stab himself in the throat to the gurgling sound of a death rattle. He boreWashingtona special grudge, as it was he who was in the habit of removing the famous Canterville blood-stain, by means of Paragon detergent. Having reduced the reckless and foolhardy youth to a condition of abject terror, he would then proceed to the room occupied by Mr. Otis and his wife, and place a clammy, lifeless hand on Mrs. Otis’s forehead while hissing foul oaths into her trembling husband’s ear.

With regard to littleVirginia, he had not quite made up his mind. She had never insulted him in any way, and was pretty and gentle. A few hollow groans from the wardrobe, he thought, would be more than sufficient or, if that failed to wake her, he might grabble at the counterpane with palsy-twitching, skeletal fingers. As for the twins, he was particularly determined to teach them a terrible lesson! The first thing to be done was to sit upon their chests, producing the stifling sensation of nightmare. Then to stand at the foot of their bed in the form of a green, ice-cold corpse, shaking and moaning till they became paralyzed with fear, and, finally, to throw off the winding-sheet and crawl into their bed, with white, bleached bones and one rolling eyeball, a role which on more than one occasion had produced a great effect.

At half-past ten he heard the family going to bed. For some time he was disturbed by shrieks of laughter from the twins, who, with the light-hearted gaiety of schoolboys, were evidently amusing themselves in some occupation before they retired. Finally, just beforeone o’clock, when all was still, he sallied forth. An owl beat against the window panes, a raven croaked from the old yew-tree, and the wind wandered moaning round the house like a lost soul. The Otis family slept, unconscious of their doom, and above the rain and storm he could hear the steady snoring of Mr. Otis. Sir Simon stepped stealthily out through the hallway wall, with an evil smile on his cruel, wrinkled mouth, and the moon hid its face in a cloud as he stole past the great window where his coat of arms were blazoned in azure and gold. On and on he glided, like an evil shadow, the very darkness seeming to loathe him as he passed. Once he thought he heard something call, and stopped; but it was only the baying of a dog, and he crept on, muttering strange ancient curses, and ever and anon brandishing the rusty dagger in themidnightdarkness.

Finally he reached the corner of the passage that led to lucklessWashington’s room. For a moment he paused there, an errant breeze blowing his long grey locks about his head, and twisting into grotesque and fantastic folds the nameless horror of the dead man’s shroud. Then the clock struck the hour, and the time had come. He chuckled to himself, and turned the corner—but fell back with a piteous whine of terror and hid his blanched face in his long, bony hands. Right in front of him was standing a horrible specter, motionless as a carven image and monstrous as a madman’s dream! Never before had he seen another ghost. Its head was bald and burnished; its face round, fat, and yellow; and dreadful laughter seemed to have writhed its features into an eternal grin. From the eyes streamed rays of scarlet light, the mouth was a wide well of fire, and a hideous garment, like to his own, swathed its colossal form in silent snows. On its breast was a placard with strange writing in antique characters—some scroll of shame it seemed, some record of wild sins, some awful calendar of crime—and, in its right hand, it bore aloft a blade of gleaming steel.

He was terribly frightened. After a second hasty glance at the awful phantom, he dropped the dagger and fled back to his hidden room, tripping up in his long winding sheet as he sped down the hallway. Once in the privacy of his own apartment, he flung himself down into his leaden casket, and hid his face under the sheet.

After a time, however, the brave old Canterville spirit reasserted itself, and he determined to go and speak to the phantom, feeling that, after all, two ghosts were better than one, and that with the aid of a new friend he might safely grapple with the twins. But he decided he would wait for daybreak! Accordingly, just as the dawn was touching the hills with silver, he returned to where he had first laid eyes on the grisly apparition. On reaching the spot, however, a terrible sight met his gaze. Something had happened to the ghost, for the light had entirely faded from its hollow eyes, the gleaming blade had fallen from its hand, and it was bowed against the wall in a strained and uncomfortable attitude. He rushed forward and seized it. To his horror, the head slipped off and rolled on the floor, the body drooped into a recumbent posture, and he found himself clasping a white bed-curtain, with a sweeping-brush, a kitchen cleaver, and a large hollow gourd lying at his feet! Unable to understand this curious transformation, he clutched the placard with feverish haste, and there in the grey morning light he read these fearful words:

 

YE OTIS GHOSTE
Ye Onlie true and Originale Spooke
Beware of ye imitationes!

 

    The whole thing flashed across him. He had been tricked, foiled, outwitted! The old Canterville look came into his eyes; he gnashed his toothless gums and, raising his withered hands high above his head, swore, in the picturesque language of the antique school that, when twice the cock had called the morning, deeds of Blood would be wrought and Murder walk abroad with silent feet. Hardly had he finished this awful oath when, from the red-tiled roof of a distant homestead, a cock crew. He laughed a long, low, bitter laugh, and waited for the second signal. Forever, it seemed, he waited, but the cock did not crow again. Finally, emerging daylight and the bustling of the housemaids made him give up his fearful vigil, and he stalked back to his room, thinking of his vain oath and baffled purpose. He retired to his comfortable lead coffin, intending to stay till evening.

 

III. The ghost was weak and tired. The terrible excitement of the last four weeks was having its effect. His nerves were shattered, and he started at the slightest noise. For days he kept to his room, and at last made up his mind to give up the point of the blood-stain on the library floor. The Otis family clearly did not deserve it! They were people of a low, material existence, and quite incapable of appreciating the value of sensuous experience! It remained, however, his solemn duty to appear in the upper hallway once a week and to gibber from the large window on Wednesdays, and he did not see how he could honorably escape his obligations. It is quite true that his life had been wicked but, upon the other hand, he was most careful in all things connected with his duty. For the next three Saturdays, accordingly, he traversed the hallway as usual between one andthree o’clock. But he took every possible precaution against being either heard or seen. He removed his boots, trod as lightly as possible on the old worm-eaten boards, wore a large black velvet cloak, and was careful to oil his chains with the Welcher’s 3-in-1 Lubricating Oil left out for him by Mr. Otis.

Still, in spite of everything, he was not left unmolested. Strings were stretched across the hallway, over which he tripped in the dark, and on one occasion he met with a severe fall, through treading on a slide which the twins had fashioned from the entrance of the Tapestry Chamber down the oak staircase. He crashed heavily on the lower landing, shaking the old house. This insult so enraged him that he resolved to make one final effort to assert dignity and social position, and he determined to visit the insolent young school boys the next night in his celebrated character of ‘The Headless Earl.’

He had not appeared in this disguise for more than seventy years; in fact, not since he had so frightened pretty Lady Barbara Modish that she broke off her engagement with the present Lord Canterville’s father, and ran away to Gretna Green with handsome Jack Castleton, declaring that nothing in the world would induce her to marry into a family that allowed such a horrible spectre to stalk the old house in the night time. It was, however, an extremely difficult ‘make-up,’ and it took fully three hours to make preparations. At last everything was ready, and he was pleased with his appearance. The big leather riding-boots that went with the dress were a little too large, and he could only find one of the two horse-pistols. But on the whole he was quite satisfied, and just beforeone o’clockhe glided out through the wall and stole down the corridor.

On reaching the room occupied by the twins, he found the door ajar. Wishing to make an effective entrance he flung it wide open—when a full chamber pot and a sodden towel fell right down upon him, drenching him to the bones and wrapping round his headless torso. Shrieks of laughter came from the bed. The shock to his nervous system was great, and he threw off the towel and fled back to his room as hard as he could go. The next day he was laid up with severe chills, and the only thing to console him in the whole affair was that he had not brought his head with him, for had he done so the consequences might have been serious. He now gave up all hope of ever frightening this rude American family, and contented himself with creeping about the passages in slippers, a thick red muffler round his throat for fear of draughts, and a small shield in case he should be attacked by the twins.

The final blow occurred the middle of September. He had gone downstairs to the great entrance hall, feeling sure that there he would be quite unmolested, and was amusing himself by etching satanic symbols on the large photographs of Mr. Otis and his wife, which had now taken the place of the Canterville family portraits. He was simply but neatly clad in a long shroud, spotted with churchyard mould, had tied up his jaw with a strip of yellow linen so it would not sag, and carried a small lantern. It was afterone o’clockin the morning and, as far as he could ascertain, no one was stirring.

He crept softly toward the library, to see if there were any traces left of the bloodstain. Suddenly there leaped out on him from a dark corner two white figures, who waved their arms wildly above their heads, shrieking ‘Boo!’ in his ear. Seized with panic, he rushed up the staircase, but foundWashingtonbrandishing a broom, shouting “En garde!”, and threatening to sweep him from the landing. Hemmed in by enemies on every side, and driven almost to bay, he vanished into the great iron stove, which, fortunately, was not lit. He had to make his way through the flues and chimneys, arriving at his own room in a terrible state of dirt, disorder, and despair.

His spirit was broken, and he was no longer seen on any night time expeditions. The twins lay in wait for him on several occasions, and strewed the passages with nutshells every night, to the annoyance of their parents and the servants, but it was of no avail. It was assumed the ghost had gone, and Mr. Otis wrote a letter to that effect to Lord Canterville, who, in reply, expressed his great pleasure at the news, and sent his best congratulations.

The Otises, however, were deceived, for the ghost was still in the house. Though now an invalid, his spirits were revived somewhat as guests came to the old house. Among these was Virginia’s sweetheart, the Duke of Cheshire, whose grand-uncle, Lord Francis Stilton, had once bet a hundred guineas that he would play dice with the ghost at midnight, and was found the next morning lying on the floor of the card-room in such a helpless paralytic state that, though he lived on to a great age, he was never again able to say anything but mutter ‘Double Sixes’, and shake as with palsy. The ghost was anxious to show he had not lost his influence over the Stiltons; accordingly, he made arrangements for appearing to the young Duke in his celebrated impersonation of ‘The Vampire Monk’. At the last, however, his terror of the twins, as he imagined a noise while sneaking past their bedchamber door late in the night, sent him cowering to his room. The little Duke, dreaming ofVirginia, slept in peace under the great feathered canopy in the Royal Bedroom.

 

IV. A few days later, Virginia and her curly-haired Duke went out riding on the meadow, where she tore her riding habit so badly in getting through a hedge, that on their return home she made up her mind to go up by the back staircase so as not to be seen. As she was passing the Tapestry Chamber, the door of which happened to be open, she saw someone inside. Thinking it was her mother’s maid, who sometimes used to bring work there, she looked in to ask her to mend her habit. To her immense surprise, it was the Canterville Ghost himself! He was sitting by the window, watching the ruined gold of the yellowing trees fly through the air and the red leaves dancing madly down the long avenue in the wind. His head was leaning on his hand, and his whole attitude was one of complete dejection. Indeed, so forlorn and so much out of repair did he look that little Virginia was filled with pity, and determined to try to comfort him. So light was her footfall, and so deep his gloom, that he was not aware of her presence till she spoke gently to him:

‘I am so sorry for you, but my brothers go back to school tomorrow, and then, if you behave, no one will annoy you. After all, this is your home, too.’

‘It is absurd asking me to behave,’ he sneered, jerking round in astonishment at the pretty little girl who dared to address him, ‘Quite absurd. I am cursed to walk the night. I must rattle my chains, and groan through keyholes, and go about in darkness, frightening people. I have no choice—it is my only reason for existing.’

‘It is no reason at all for existing. You know you have been very, very wicked, terrorizing this house for 300 years!”

‘Well, I quite admit it,’ said the Ghost petulantly, ‘but I am forced to continue in this awful state, neither alive, nor yet dead. It is the penance I pay for causing my wife, finally, to kill herself. The man I thought was my best friend planted the worm of suspicion in my brain, and it grew into an insane jealousy. My wife loved me deeply, and finally could endure no more. When her brothers learned of her death they wrestled me into a walled-off corner of the cellar and left me in chains to starve to death.’

‘Starve to death! Oh, Mr. Ghost, I mean Sir Simon, are you hungry?

‘No, I never eat anything now; but it is very kind of you all the same. You are much nicer than the rest of your horrid, vulgar, dishonest family.’

‘Stop!’ criedVirginia, stamping her foot, ‘it is you who are horrid and vulgar, and as for dishonesty, you know you stole the paints out of my box to try and furbish up that ridiculous old blood-stain in the library. First you took all my reds, including the vermilion, and I couldn’t do any more sunsets, then you took the emerald-green and the chrome-yellow, and finally I had nothing left but indigo and white, and could only do moonlight scenes. I never told on you, though I was very much annoyed. It was most ridiculous, the whole thing. Whoever heard of emerald-green blood!’

‘Well, really,’ said the Ghost, rather meekly, ‘what was I to do? Your brother began it all with his Paragon Detergent, so I saw no reason why I should not have your paints. As for color, that is always a matter of taste. The Cantervilles have blue blood, for instance, but I know you Americans don’t care for things of this kind.’

‘You know nothing about it, and the best thing you can do is travel toAmericaand learn for yourself. Though there is ordinarily a heavy tax on imported spirits, there will be no difficulty about the Customs House, as Father says the officers are all Democraps, subject to reasonable payoffs. Their elections are financed largely by donations from abroad. Once inNew Yorkyou are sure to be a great success. I know lots of people there who would give a hundred thousand dollars to have a great-great-grandfather, and much more than that to have a family ghost.’

‘I don’t think I should likeAmerica.’

‘I suppose because we have no ruins and no curiosities,’ saidVirginiasatirically.

‘No ruins! No curiosities!’ answered the Ghost, ‘you have your courts of law, and your political parties.’

‘If you won’t behave, I can ask papa to let the twins stay an extra week’s holiday!’

‘Oh, please don’t, MissVirginia!,’ he cried; ‘I am so lonely and so unhappy, and I really don’t know what to do. I want to go to sleep and I cannot.’

‘That’s quite absurd! You have merely to go to bed and blow out the candle. It is very difficult sometimes to keep awake, especially at church, but there is no difficulty about sleeping. Why, even babies know how to do that, and they are not at all clever.’

‘I have not slept for three hundred years,’ he said sadly—andVirginia’s beautiful blue eyes opened in wonder—’For three hundred years I have not slept, and I am so tired.’

Virginiagrew quite grave, and her little lips trembled like rose-leaves. She came towards him and, kneeling down at his side, looked up into his old withered face.

‘Poor, poor Ghost,’ she murmured, ‘have you no place where you can sleep?

‘Far away beyond the pinewoods,’ he answered, in a low dreamy voice, ‘there is a little garden. There the grass grows long and deep, there are the great white stars of the hemlock flower, there the nightingale sings all night long. All night long he sings, and the cold, crystal moon looks down, and the yew-tree spreads out its giant arms over the sleepers.’

Virginia’s eyes grew dim with tears, and she hid her face in her hands. ‘You mean theGardenofDeath,’ she whispered.

‘Yes, Death. Death must be so beautiful. To lie in the soft brown earth, with the grasses waving overhead, and listen to silence. To have no yesterday, and no tomorrow. To forget time, to forgive life, to be at peace. You can help me. You can open for me the door of Death’s house, for Love is always with you, and Love is stronger than Death.’

Virginiatrembled, a cold shudder ran through her, and for a few moments there was silence. She felt as if in a terrible dream. Then the Ghost spoke again, and his voice sounded like the sighing of the wind, ‘Have you ever read the old prophecy on the library window?’

‘Oh, often,’ cried the little girl, looking up; ‘I know it quite well. It is painted in curious black letters, but it is difficult to read, and I don’t know what it means’:

 

When a golden girl can win
Prayer from out the lips of sin;
When the barren almond bears,
And a little child give away its tears,
Then shall all the house be still
And peace shall come to Canterville.

    It means,’ he said sadly, ‘that you must weep with me for my sins, because I have no tears, and pray with me for my soul, because I have no faith, and then, if you have no fear, and have always been sweet and good and gentle, the Angel of Death will have mercy on me. You will see terrible shapes in the darkness, and wicked voices will whisper in your ear, but they will not harm you, for against the purity of a child the powers of Hell cannot prevail.’

Virginiamade no answer, and the Ghost wrung his hands in wild despair as he looked down at her bowed golden head. Suddenly she stood up, very pale, with a strange light in her eyes. ‘I am not afraid,’ she said firmly, ‘and I will pray the Angel to have mercy on you.’

He rose from his seat with a faint cry of joy, and taking her hand bent over it with old-fashioned grace and kissed it. His fingers were as cold as ice, and his lips burned like fire, butVirginiadid not falter as he led her across the dusky room. On the faded green tapestry were broidered little huntsmen. They blew their tasseled horns and with their tiny hands waved to her: ‘Go back, littleVirginia!’ they cried, ‘Go back!’ but the Ghost clutched her hand more tightly, and she shut her eyes against them. Horrible animals with lizard tails and goggle eyes blinked at her from the carven chimney-piece, and whispered ‘Beware littleVirginia, beware! We may never see you again,’ butVirginiadid not listen, and the Ghost glided on more swiftly.

When they reached the end of the room he stopped, and muttered some words she could not understand. She opened her eyes, and saw the wall slowly fading away like a mist, and a great black cavern in front of her. A bitter cold wind swept round them, and she felt something pulling at her habit. ‘Quick, quick,’ cried the Ghost, ‘or it will be too late,’ and, in a moment, the wall had closed behind them and the Tapestry Chamber was empty.

 

 V. Whensix o’clock struck, andVirginia did not appear, Mrs. Otis sent the boys out to look for her, while she and Mr. Otis, with increasing frenzy, searched every room in the house. They were all soon in the greatest state of excitement, and did not know what to do. Washington and two men were sent to scour the district, and telegrams were despatched to all the police inspectors in the county. The carp pond was dragged, to see if she had drowned, and the whole Chase and its grounds thoroughly gone over, without any result. It seemed that, for that night at any rate,Virginia was lost to them, and it was in a state of the deepest depression that Mr. Otis, the little Duke, and the three boys walked back to the house long after dark.

In the hall they found a group of frightened servants, and lying on a sofa in the library was poor Mrs. Otis, almost out of her mind with terror and anxiety. Mr. Otis at once insisted on her having something to eat, and ordered supper for them all. It was a melancholy meal, as hardly anyone spoke and even the twins were awestruck and subdued. Fearfully, no one mentioned the ghost, though he was uppermost in their minds. When they had finished, Mr. Otis, in spite of the entreaties of the little Duke, ordered them all to bed, saying that nothing more could be done that night.

As they were passing out of the dining-room,midnightbegan to chime, and when the last stroke sounded they heard a sudden shrill cry, a dreadful peal of thunder shook the house, and a strain of unearthly music floated through the air. A panel at the top of the staircase flew back with a crash, and out on the landing, looking pale, and with a little carved box in her hand, steppedVirginia. In a moment they had all rushed up to her. Mrs. Otis clasped her passionately in her arms, the little Duke smothered her with violent kisses, and the twins executed a wild war-dance round the group.

‘Good heavens child, where have you been!’ said Mr. Otis angrily, thinking that she had been playing some foolish trick on them. We have searched all over the country for you, and your mother has been frightened to death. You must never again play these practical jokes.’

‘Except on the Ghost! Except on the Ghost!’ shrieked the twins, as they capered about.

‘My own darling, thank God you are found; you must never leave my side again,’ murmured Mrs. Otis, as she kissed the trembling child, and smoothed the tangled gold of her hair.

‘Papa,’ saidVirginiaquietly, ‘I have been with the Ghost. He is dead, and you must come and see him. He had been very wicked, but at the last he was truly sorry for all he had done. He gave me this box of beautiful jewels before he died.’

The whole family gazed at her in mute amazement, but she was quite grave and serious. Turning round, she led them through the opening in the wall down a narrow secret corridor.Washingtonfollowed with a lighted candle, which he had caught up from the table. Finally, they came to a great oak door, studded with rusty nails. WhenVirginiatouched it, it swung back on heavy hinges and they found themselves in a little low room with a vaulted ceiling and one tiny grated window. Rats scuttled in the dark corners. Embedded in the wall was an iron ring, and chained to it was a gaunt skeleton, stretched out at full length on the stone floor seemingly trying to grasp, with its long fleshless fingers, an old-fashioned serving dish and flask placed just out of its reach.Virginiaknelt down beside the skeleton and, folding her little hands together, began to pray silently, while the rest of the party looked on in wonder at the terrible tragedy whose secret was now disclosed.

‘Hallo!’ suddenly exclaimed one of the twins, who had been looking out of the window to discover in what wing of the house the room was situated. ‘Hallo! The old withered almond tree has blossomed. I can see the flowers in the moonlight.’

‘God has forgiven him,’ saidVirginiagravely, as she rose to her feet, and a beautiful light seemed to illuminate her face.

‘What an angel you are!’ cried the young Duke, and he put his arm round her neck, and kissed her.

Three days after these curious events, a funeral started from Canterville Chase ateleven o’clockat night. The hearse was drawn by eight black horses, each of which carried on its head a great tuft of ostrich-plumes, and the leaden coffin was covered by a rich purple drapery on which was embroidered in blue and gold the Canterville coat-of-arms. By the side of the hearse walked the servants with lighted torches. The whole procession was wonderfully impressive. Old Lord Canterville was chief mourner, having come to attend the funeral of his ancestor, and sat in the first carriage along with littleVirginia. Then Mr. Otis and his wife, then Washington, the little Duke, and the twins, and in the last carriage was Mrs. Umney. It was generally felt that, as she had been frightened by the ghost for more than fifty years of her life, she had a right to see the last of him.

A deep grave had been dug in the corner of the churchyard. There had been a great deal of difficulty about the inscription on old Sir Simon’s tombstone, but finally it had been decided to engrave on it simply the old gentleman’s name and the verse from the library window. When the ceremony was over, the servants, according to an old custom, extinguished their torches. As the coffin was being lowered into the graveVirginiastepped forward and laid on it a large cross made of white and pink almond-blossoms. As she did so the moon came out from behind a cloud and flooded with silent silver the little churchyard, and a nightingale began to sing. She thought of the ghost’s description of theGardenofDeath, and her eyes became dim with tears. She spoke not a word during the drive home.

 

VI. The next spring,Virginia was married to her paramour, the young Duke of Cheshire. They were both so charming, and loved each other so much, that every one was delighted at the match, except the old Marchioness of Dumbleton, who had tried to catch the Duke for one of her seven unmarried daughters, and had given no less than three expensive dinner parties for that purpose.Virginia, as the newest Duchess of Cheshire, was presented at the Queen’s first drawing-room on the occasion of her marriage, and her curious jewels were greatly admired

The Duke and his new Duchess, after the honeymoon, went down to Canterville Chase. On the day after their arrival they walked over in the afternoon to the lonely churchyard by the pinewoods. The new Duchess had brought with her some lovely roses which she strewed upon the grave, and after they had stood by it for some time they strolled into the old ruined abbey. There the Duchess sat upon a fallen pillar while her husband sat at her feet looking up into her beautiful blue eyes. Suddenly he took hold of her hand, and said to her, ‘Virginia, a wife should have no secrets from her husband’.

‘Dear Cecil! I have no secrets from you.’

‘Yes, you have,’ he answered, smiling, ‘You have never told me what happened when you were locked up with the ghost.’

‘I have never told any one, Cecil,’ saidVirginiagravely.

‘I know that, but you might tell me.’

‘Please don’t ask me, Cecil, I cannot tell you. Poor Sir Simon! I owe him a great deal. Yes, don’t laugh, Cecil, I really do. He made me see what Life is, and what Death signifies, and why Love is stronger than both.’

The Duke rose and kissed his wife lovingly. ‘You can have your secret as long as I have your heart,’ he murmured.

‘You always have that, Cecil.’

‘And you will tell our children some day, won’t you?’

The Duchess sighed, and blushed prettily.

Bob Copeland
© 2002 R C Copeland
VivaYo152@aol.com. All rights reserved

 

OPERATING THE BOAT

SAFETY FIRST!

Check the boat, rig, engine, and sails before operating. Be sure gear is stowed

Be sure no loaded line can become a “slingshot” if a block breaks

Install the lifebuoy, with MOB pole and light. Discuss how to use it

Check fire extinguishers and flares. Be sure the first aid kit is stocked

Be extremely careful of fire while underway. Better to cook at anchor

Use a waterproof apron while cooking

On the water, sun burns fast; use sunscreen

Drink plenty of water to avoid dehydration and reduce tiring

Shivering is the first sign of hypothermia

Fatigue, cold, and seasickness lead to dangerous mistakes

Usually occur when circumstances can become dangerous

If they start, plan the quickest route to safety

Check drinking water, battery charge, fuel, and engine operation

Be sure cooling thruhull is open and oil is full

In close maneuvering under sail, have the motor running for backup

Always wear a life vest at night, and safety harness if wind is strong

In waves, always wear a safety harness on the foredeck

In broaching conditions, all crew should wear safety harnesses

In a broach, release sheets – not halyards

Yell a warning to others if a large wave or gust approaches

In large waves, keep all hatches closed and fastened

Stay away from lee shores in heavy air or waves!

If a squall line is approaching, get reefed and a smaller jib

Smooth seas and rising tides are the only time for shallow water

Never step on a sail, especially if wet

Don’t let lines slide thru your hands: they cut like glass

Keep line ends out of the way and free to run, usually below

Wear gloves and shoes. Test for grip on a wet deck

Be extremely careful operating winches – they can remove fingers

Check the weather report before going offshore

Look out for fog if humidity high and temperature dropping

Be sure charts are available and nav equipment is working, if needed

Plan the trip, including courses, nav marks, lights, tides, and dangers

Get a position fix at least hourly, and check for potential dangers

Keep a watch, and keep watching, at all times

Never assume anyone, especially a stinkpot, will yield right-of-way

When anchoring, have 5:1 scope, and back down to be sure it’s set

Check weather report, tides, and currents for potential problems

VHF radio Mayday, on Ch. 16: State “Mayday”, Boat name and type, Position, and Problem

LEAVING SHIP

Gas off, Cocks closed, Head locked, Breakers off [except bilge pump], Rigging lines secure, Backstay off, Sails stowed, Mooring lines secure

COMPETITION FACTORS – Prepare and Execute

BOATSPEED

Hull Bottom              Standing Rig                Sails                                         Instruments

Keel and rudder        Running Rig                             Hardware

6 kn. = 10 min./mile. 1% speed change = 6 sec./mile = 1’ rating

PERSONAL

Physical Condition                                        Observation                             Patience

Mental Condition                                          Anticipation                             Safety

Concentration                                                                       Analysis

STRATEGY

Race Instructions      Course                         Wind                Current            Start

TACTICS

Clear Air                                                       Crossing                                                           Current

Wind Shifts                                                   Covering                                              Mark Roundings

CREW [Primary responsibilities – may be assigned]

   Helm: Drive, Mainsheet, Traveler, Backstay

   Port and St’bd Trimmers: Jib sheet, Vang, Cunningham, Outhaul,

Spinnaker sheet, Afterguy, Pole lift, Foreguy

   Foredeck: Rig spinnaker, Jibe pole, Clear halyards/lines, Lookout,

Tactics, Call waves

   Mastman: [Same as Foredeck on end-for-end jibe] Hoist/lower

sails, Raise inner pole, Trip pole, Assist foredeck, Barberhauls, Leech lines, Pre-start info, Time start

KNOTS

Bowline, Sheetbend, Square knot, 2 half hitches, Anchor bend, Clove hitch, Belaying hitch

SAIL TRIM UPWIND

Sight up mast while beating to assure dead straight both tacks

Max backstay: Sight up forestay while tighten in medium wind

At max when forestay gets no straighter

Mark controls, e.g. pen marks on lines, and keep records

Setup order:

Backstay, babystay, jib halyard, jib blocks, jibsheet, barberhauls

Main halyard, cunningham, outhaul, traveler, vang, mainsheet

Leech lines

Check, continually, in following order [trim is never perfect]:

Twist, trim angle, draft position/amount, even slot, helm balance

All adjustments affect others, esp. backstay

If boat won’t go it’s usually too little twist – ease sheets

Never get the main more twisted than the jib

As speed builds, can trim in to point, if desired

Don’t cleat sheets, work them!

Forward third of sail’s shape is most important, esp. curve of luff

Flat entry to point; rounded for speed or power

Light-to-moderate air: Sails hoisted with some luff wrinkles

Full draft with a little twist

A little flatter, and slightly more twist, in very light air

As wind increases, begin tightening controls

Draft flatter, more forward, less twist

Keep as much power as the boat will take

Some weather helm helps keel work to windward

Compromise: Power has to be reduced to point high

With GPS and a mark, VMG for best trim can be checked

Heavy air: Tighten luffs to create some overbend wrinkles

Max sail area possible – overpower. Winner usually does

Move sheet leads [jib lead and traveler] out as wind increases

Increase twist as wind increases [sheets eased and jib car aft]

Balance the sails and boat to reduce rudder angle

JIB TRIM UPWIND

Backstay: Set 6 – 10% draft, depending on wind strength

Flatter draft in flat water, fuller in a chop for power

Jib slightly fuller than main, slightly more forward

Halyard: Set draft 35 – 45% aft [30 – 40 for fractional rig]

As wind increases, tighten halyard to move draft further forward

Flatter luff entry in flat water [tighten backstay], to point

Rounder in a chop [tighter halyard], for power

Car: Fore/aft location set for even luff break on both tacks

May require different location on each side

Move lead forward slightly in light air, ease halyard

Move lead aft and/or out in heavier air, tighten halyard

About 8 degrees off center to point, 10 for speed or power

[10 degree = 21” out @ 10’ aft of tack]

Low luff in sail is bad; move car aft or ease sheet

May be wind sheer [will be opposite on each tack]

Jibsheet: Sets twist as well as trim angle

Keep telltales flying evenly and continuously back in light air

As wind increases, inner up more and more, esp. upper ones

If steering groove too narrow, ease backstay or tighten jib halyard

MAIN TRIM UPWIND

Backstay, babystay, and outhaul: Set 6-10% draft

Runners flatten jib while holding draft in main

Babystay does opposite

Cunningham: Set draft 45-55% aft [40-50 for fractional rig]

Traveler: Sets trim angle. Slight-to-heavy backwind at low luff           Depending on wind strength and jib overlap

Top telltale slightly stalled [More to point, flowing for power]

Mainsheet: Sets twist. Boom approximately on center

In slightly to point, out slightly for power, out more to depower

Set top batten parallel boom [In slightly to point, out for power]

Set slot to match jib. Less twist to point, more for speed

In heavy air, sail the main on the battens and highly twisted

Vang: Set to automatically allow slight twist as sheet eased to tack

SHIFTING GEARS UPWIND

Must be able to work gears – fast! – while hiked on the rail

Crew must do immediately, usually without being told

Involve sheets, traveler, cunningham, backstay, vang

Power: Slightly ease sheets and backstay for speed or acceleration

Tighten Cunningham and jib halyard. Ease outhaul slightly

Round entries, open leeches, moderate twist for speed and power

Point: Tighten backstay, sheets, outhaul. Ease halyard/cunn.

Flatten sail entries, close leaches, reduce twist

Must build speed before pointing, e.g. on tacks

Otherwise sails and keel stall and boat goes slow and sideways

To build speed, set all controls for pointing

Except slightly ease sheets and backstay to accelerate

Then trim sheets, b’stay together to tighten leeches [slot even]

Depower: In gusts, ease sheets, tighten backstay quickly, then retrim

Sail on the back half of the sails – keep them working thru gusts

Must sail aggressively – overpower with control, boat driving

Controls on hard! Esp. backstay and halyards/cunningham

Backstay, running backs, babystay must coordinate for bend

Traveler and jib lead out – much twist, upper sails luffing in gusts

Unreefed main, smaller jib better than opposite

BOAT HANDLING UPWIND

Watch [crew helps]: Wind on water, waves, jib telltales, headstay sag [immediately shows windspeed change], main backwind and leech telltales, compass [for wind shifts], other boats

Keep crew close together, weight on high or low side for balance

Tack fast, at speed, on wave crests

Look 90 degrees for reference, or use compass

Tack, ease main, don’t over turn, build speed, point up, trim in

Have to build speed before boat can point

Roll tack: Hike hard near head to wind, release jib, shift fast to other side, hike hard as sheet in [lean out and extend arms and legs]

In gusty wind, be on port tack in lulls, on starboard in gusts

In light air keep boat moving, avoid tacking except on shifts

Sudden change in velocity often indicates a shift

Use rolltack and pumping to accelerate boat [like “flapping”]

If stuck in irons, push boom out opposite desired tack

Power up and foot, especially in a chop

Try to keep all jib telltales, both sides, flying straight aft

In heavy air, ease sheets, foot off slightly, keep boat driving hard

Cross-sheet jib; set up barberhauls

Work sheets and backstay, and sail aggressively

If overpowered and stall, speed goes down fast

Speed gives stability [keel more effective], reduces leeway

Head up slightly in puffs, off in lulls to sail constant heel angle

Balance tiller on fingertips, ventilate rudder by short, fast jerks

Keep weather jib telltales flying up; main luffing except battens

Foot off even more when pounding. “S” thru waves

Work sheets to use gusts to accelerate, not leeway and stalling

Steer “up the waves up, down the waves down”, in rhythm

SAIL TRIM OFFWIND

Don’t overvang the main

Pole generally square to wind, clew heights even, luff vertical

If spinnaker breaks high, pole is too high, and vice versa

On a reach: Lower pole, barberhaul clew down if needed

Heavy air: Pole more forward and down – choke sail down

Set up barberhaul on sheet

Light air: Pole more aft to project sail into wind

Use telltales @ 1/3, 2/3 down, 1-2’ in from spinnaker leeches

Triradial works as high as 50 degrees apparent in moderate wind

Double head rig [genoa and staysail] fastest @ 40-50 degrees

On reaches use staysail with spinnaker

BOATHANDLING OFFWIND

As rounding weather mark, get spinnaker up and drawing fast

Crew weight forward in light air, aft in heavy air, close together

Steer down in puffs, up in lulls. Build speed, then head down

In light air, steer an “S” with wind shifts to maximize speed

Steer to help spinnaker trimmer – don’t steer straight

Better to set sails, steer to windex, than constant trimming

Keep the forward edge of the sail luffing slightly at all times

Watch compass and masthead fly and jibe on major lifts

Theoretical best angles: Light air-95 degrees, mod-135, hvy-170

Not sure true!  GPS VMG will verify

To surf: Keep boat on its feet, reach up for speed, steer down as stern lifts, pump guy and sheets once each wave to start

Heavy air

Use jib for helm balance and to avoid spinnaker wrap on forestay

Sheet led outboard to the rail, eased for lots of twist

Overtrim pole [back] on reach, undertrim on run for control

Ease pole, sheet in hard, to stop death roll near dead downwind

Speed creates stability: the faster the better

Depower order: Vang, pole, mainsheet, spinnaker sheet

Work vang constantly to depower if broaching threatens

Put some of crew on lee rail if lee helm exists

Rule for round-up (broach), round-down (chinese jibe):

“Wet side eases”: Ease low side, crank in high side

In broach, dump main, ease spinnaker sheet

In chinese jibe, sheet main in and pump it, ease pole

Retrim sails as boat steers back to course

SPINNAKER HANDLING

[Practice these and other procedures in this outline by picturing them in your mind. “Virtual sailing”]

Hoisting Checklist:

Correct spinnaker. Packed right. Sheets and guys led correctly

Halyards clear. Set foreguy so pole can raise to just over lifelines

Decide round set [pole raised before mark], or jibe set

Jib and sheet free to jibe over pole if a jibe-set

Hoisting Procedure:

If a round-set, have pole set just over lifelines, ready for hoist

If a jibe-set, have pole’s forward end on deck

Hoist to just over lifelines as jib crosses

Hoist spinnaker quickly but smoothly

Keep pole down and forward initially, above lifeline, aft forestay

Pole back, square with wind, at ¾ hoist. Fully up at full hoist

Foreguy must be eased for both

Most crews sheet in hard immediately as sail is hoisted

Better to delay, to avoid stalling. Sheet in after pole is back

Heavier air: Pole down and back, sheet hard to avoid hourglass

If sail twists, lower halyard slightly, pull foot and leeches

Trim sheet completely only at full hoist. Avoid stalling the sail

Drop and lash down the jib [except heavy air leave it up]

Ease controls for downwind: Backstay, outhaul, cunningham, halyards

Jibing Checklist:

Remove mainsail preventer, if installed

If dip-pole jibe, lead new guy/sheet correctly. New guy to bow

Pole inboard end ready to raise

Unhook babystay

Jibing Procedure [End-for-end]:

Head boat dead downwind, and trim spinnaker square to wind

Foreguy may have to be eased for pole to come back

Bring mainsail onto centerline

Unclip pole from mast and clip it to new afterguy

Unclip pole from old afterguy and push it out. Clip butt to mast

Ease out the mainsail on new jibe

Trim while heading up to new course

Jibing Procedure [Dip-pole]:

Head boat dead downwind, and square spinnaker to wind

Bring mainsail onto centerline

Raise pole butt to band, trip the pole off the sail

Lower the outboard end of pole, swing through the foretriangle

Connect new afterguy. Swing pole out

Ease out the mainsail on new jibe

Lower the pole butt and top up the pole

Pull the new guy aft to square pole to wind. Trim the sheet

Ease old afterguy and sheet

Trim while heading up to new course

Take-Down Checklist:

Decide on a weather or leeward takedown

To weather can keep it inside the jib, on the boat

Assure spinnaker halyard, sheet, and guy free to run

Hoist jib and preset backstay, outhaul, cunningham

Takedown Procedure:

Ease pole forward and keep sheet trimmed while heading up

Trim main and jib for new course while heading up

Take hold of afterguy or sheet, ready to haul in

Let off halyard as fast as gathered in

Gather spinnaker in and stuff it below

Repack spinnaker and rerun lines

 

RACING TACTICS

GENERAL

Know the rules!  Few know more than the basics

Don’t let them avoid responsibility by ignorance

Get the race instructions; pencil course marks on the boat

Races are lost by error, more than they are won by brilliance

Every opportunity for gain is an opportunity for loss, and v.v.

Watch out for potential major mistakes and advantages

Cover ahead and to leeward, loose or tight, esp late in a leg

Ahead to leeward gains in both a lift or header

Don’t get trapped on the layline

Fake a tack or jibe, or do quick double one, to break a cover

Find marks long before the layline, and plan the rounding

Get an inside overlap at 2 lengths to control mark roundings

Avoid boats with right-of-way; watch for luffing or broaching

Steer without preoccupation, e.g. watching crew. Concentrate!

Stay focused on the race, strategy, and boatspeed

Stay out of luffing matches

Must be close to cross to lee bow; can slam dunk if cross

Be constantly aware of wind and current strength around course

Important at all time, absolutely critical in light air

In light air tack seldom, jibe often, don’t chase wind patches

Be patient and stay focused, continuously check other boats

Wind direction may differ around the course

Sail toward side of course, toward shore, if there is more wind

Sail point-to-point in a channel; short-tack off points for a lift

STARTING

Prior to start, determine:

P and S tack headings, oscillations, time to run line [pencil those on boat], favored end and side, current affect

Favored end: Lifted tack to line. F. tack: Lifted tack to mark

Develop a standard plan, with alternatives. Always follow it

B                      C

A

D

¯[Wind]

pin*                                                                              * com. boat

C                                 D

A                                                                B D

 

 

A C             A B D

 

¬ Position @ 1.25 x time to run line before start gun                                           Distance from pin = 2/3 start line length

Distance boat travels = 100’ per min per knot

10’/sec@6 kn, approx. 1.7’/sec/kn.

Starboard tack starts:

A – Pin end, left side favored. Tack onto starboard 10 sec. before half time expired

B – Right end, left side favored. Must yield while on port

Port tack starts:

C – Pin end, right side favored. Should cross fleet if wind to left

Tack onto port 10 sec. before half time expired

D – Right end, right side favored. Cross or duck starboard boats

Watch out for committee boat anchor line!

Critical at start: Clear air, full speed, going right way or can tack

Consider: Where want to be 5 minutes after start?

Observe starting plan of others, e.g. barging

   Must get a decent start, excellent start usually not imperative

With current down line toward pin or to leeward, barge!

Skippers who usually barge are incompetent

Or think everyone else is. Tack to leeward, and force them up

After start, continue to check: wind shifts, relative positions of other boats, wind shifts shown by other boats

   In light air, head to side of course, otherwise work up the middle

      Must sail to a persistent shift – or will end on “great circle route”

SAILING TO WEATHER

Persistent shift is deadly – avoid lifted tack if it may occur

[Persistent: Wind shifts and does not return, e.g. Sequim Bay]

May be actual shift, sail into different wind, change in current

Stay near rhumb line, away from layline, and watch other boats

Tack to expected shift, but only beyond others, short of layline

But do not sail toward expected 40+ degree shift

Becomes 1-leg beat, and boat is beyond layline

In oscillating wind, stay in phase

Tack when wind goes over 5 degrees past median, over 20 sec

When in doubt, don’t tack

If boats on same tack point higher, tack

Conversely, if boats on opposite tack point lower, tack

SAILING OFFWIND

Downwind, if persistent shift expected, sail lifted jibe initially

Otherwise sail headed jibe, and jibe on lifts

As important as tacking on headers upwind – and opposite

On reach, if persistent lift expected, sail low initially

If major header expected, sail high so can come back down

Sail low at beginning of reach unless wind increasing

Work down lower than competition for better angle later

PASSING

Blanket zone is a cone 5 boat lengths downwind

Backwind is 1 length to weather, 3-5 lengths back along course

Both cause header and turbulence

Less critical in turbulent airflow, and shifts give passing options

To pass, position just to leeward or well to windward

A boat ahead can sail up (“luff”) but cannot move down if within 2 lengths of boat trying to pass downwind

Use shifts in windspeed and apparent wind to try to drive thru

If more than 2 lengths downwind when overlap established can move up and luff even if don’t pass clear ahead

Fake tacks or gybes, or do quick double ones

Be patient and watch for mistakes

Race form

[BOAT NAME]

Race___________ Date/Time____________ Finish ____________

Crew__________________________________________________

Start line bearings______/______Ranges_____________________

Marks/Headings_________________________________________

Tide heights/Time _______________________________________

Current:  Slack @_______Max @________Dir______ Speed_____

Slack @_______Max @________Dir______ Speed_____

Differences around course _______________________________

Shoreline effects _______________________________________

Depth contours ________________________________________

Wind: Source _________________ Expect continue? ___________

Speed_____ Dir_____ Stable/unstable______________________

Steady/Oscillating/Shifting? _____________________________

Range _______________________________________________

Shoreline effects_______________________________________

Differences around course_______________________________

Beat headings:  S ________ P ________ S ________ P _________

Time to run line _______ sec. Fav. end _______ Fav. side _______

Start: _________________________________________________

Boats to watch: _________________________________________

Alerts: ________________________________________________

 

RACING RULES, PART 2 – WHEN BOATS MEET

The rules of Part 2 apply between boats that are sailing in or near the racing area and intend to race, are racing or have been racing.

Section A – Right of Way

A boat has right of way when another boat is required to keep clear of her. However, some rules in Section 5 B and C limit the actions of a right-of-way boat.

10 ON OPPOSITE TACKS

When boats are on opposite tacks, a port-tack boat shall keep clear of a starboard-tack boat.

11 ON THE SAME TACK, OVERLAPPED

When boats are on the same tack and overlapped, a windward boat shall keep clear of a leeward boat.

12 ON THE SAME TACK, NOT OVERLAPPED

When boats are on the same tack and not overlapped, a boat clear astern shall keep clear of a boat clear ahead.

13 WHILE TACKING

After a boat passes head to wind, she shall keep clear of other boats until she is on a close-hauled course. During that time rules 10, 11, and 12 do not apply.  If two boats are subject to this rule at the same time, the one on the other’s port side shall keep clear.

Section B – General Limitations

14 AVOIDING CONTACT

A boat shall avoid contact with another boat if reasonably possible. However, a right-of-way boat or one entitled to room

(a) need not act to avoid contact until it is clear that the other boat is not keeping clear or giving room, and

(b) shall not be penalized unless there is contact that causes           damage.

I5 ACQUIRING RIGHT OF WAY

When a boat acquires right of way, she shall initially give the other boat room to keep clear, unless she acquires right of way because of the other boat’s actions.

16 CHANGING COURSE

When a right-of-way boat changes course, she shall give the other boat room to keep clear.

17 ON THE SAME TACK; PROPER COURSE

17.1 A boat that establishes a leeward overlap from clear astern within two of her hull lengths of a windward boat shall not sail above her proper course during that overlap while the boats are less than that distance apart, unless as a result she becomes clear astern.

17.2 Except on a beat to windward, while a boat is less than two of her hull lengths from a leeward boat or a boat clear astern steering a course to leeward of her, she shall not sail below her proper course unless she gybes.

Section C – At Marks and Obstructions

When a Section C rule applies, the rules in Sections A and B continue to apply unless the Section C rule modifies them or states that they do not apply.

18 PASSING MARKS AND OBSTRUCTIONS

18.1 When this Rule Applies

Rule 18 applies at a mark or obstruction to be left on the same side  when boats are about to pass it until they have passed it. However, it does not apply

(a) at a starting mark or its anchor line surrounded by navigable water from the time the boats are approaching them to start until they have passed them, or

(b) between boats on opposite tacks when they are on a beat to windward or when the proper course for one of them to pass the mark or obstruction is to tack.

18.2 Giving Room; Keeping Clear

(a) When boats are overlapped before one of them reaches the two-length zone, if the outside boat has right of way she shall give the inside boat room to pass the mark or obstruction, or if the inside boat has right of way the outside boat shall keep clear. If they are still overlapped when one of them reaches the two-length zone, the outside boat’s obligation continues even if the overlap is broken later. This rule does not apply if the outside boat is unable to give room when the overlap begins.

(b) If a boat is clear ahead when she reaches the two-length zone, the boat clear astern shall keep clear even if an overlap is established later. Rule 10 does not apply. If the boat clear ahead tacks, rule 13 applies and this rule no longer does.

(c) If there is reasonable doubt that a boat established or broke an overlap in time, it shall be presumed that she did not.

18.3 Tacking

If two boats were on opposite tacks and one of them tacked within the two-length zone to pass a mark or obstruction, rule 18.2 does not apply. The boat that tacked

(a) shall not cause the other boat to sail above close-hauled to avoid her or prevent the other boat from passing the mark or obstruction, and

(b) shall keep clear if the other boat becomes overlapped inside      her, in which case rule 15 does not apply.

18.4 Gybing

When rule 18.2(a) applies and an inside overlapped right-of-way boat must gybe at the mark or obstruction to sail her proper course, she shall pass no farther from the mark or obstruction than needed to sail that course.

I8.5 Passing a Continuing Obstruction

At a continuing obstruction, rule 18.2 is modified so that while boats are passing the obstruction an outside boat’s obligation ends if the overlap is broken, and a boat clear astern may establish an inside overlap provided there is room at that time to pass between the other boat and the obstruction. If she does so, her obligation under rule 18.2(b) ends.

19  ROOM TO TACK AT AN OBSTRUCTION

19.1 When safety requires a close-hauled boat to make a substantial course change to avoid an obstruction and she intends to tack, but cannot tack and avoid another boat on the same tack, she shall hail for room to do so. Before tacking she shall give the hailed boat time to respond. The hailed boat shall either

(a) tack as soon as possible, in which case the hailing boat shall also tack as soon as possible, or

(b) immediately reply `You tack’, in which case the hailing boat shall immediately tack and the hailed boat shall give room, and rules 10 and 13 do not apply.

19.2 Rule 19.1 does not apply at a starting mark or its anchor line surrounded by navigable water from the time boats are    approaching them to start until they have passed them, or at a mark that the hailed boat can fetch. When rule 19.1 applies, rule 18 does not.

RACING FLAGS

Start Sequence:  Yellow: 10 min          Blue: 5 min.                 Red: 1^st start

Come within hail: L flag. One minute rule: Yellow with black dot

Postponement:  Red and white vertical stripes; 2 horn blasts

Boat over early:  White square with blue cross; 1 blast

General recall:  Blue border around yellow triangle; 2 blasts

Shorten course:  White square with blue center; 2 blasts

Twice around:  Red, white, and blue vertical stripes

Reverse course:  Red with yellow cross

Abandon race:  Black and white checkered; 3 blasts

Protest flag:  Red

 

WINDS

SOURCES OF WIND

Convection causes all wind, by uneven heating/cooling of the earth

Pressure and buoyancy of the air changes, and it rises or falls

Hi pushes air outward, as air sinks in center evaporating clouds

Lo is opposite: air in center rises, clouds form from condensation

Land heats/cools faster. Dry air heats/cools faster

Winds may be general, over a large area, or local

Four causes of convection:

1. Thermal: Air rises as heated [hills may assist]

Lower temp aloft causes lighter air to rise, heavier to fall

Brings down wind from above or sides to replace

May be in small cells, or cover huge geographic area

2. Orographic lift: Air mass passes over elevation changes

3. Front: Boundary between 2 air masses [1 colder]

One air mass displaces the other

Warm front passes over cold; cold under warm

Occluded front is worst weather [cold catches warm]

Fronts travel west to east or northeast

4. Convergence zone: Collision of 2 opposing winds

Wind is vertical, therefore light and variable at surface

May be heavy rain or thunderstorms

Types of winds:

Gradient winds: Air moves from hi to lo pressure

Coriollus force: Caused by earth’s rotation

Wind goes clockwise around hi; counter-c. around lo

Facing wind, lo is on right, hi is on left

Strongest winds are S.E. of the lo center [since it moves east]

Seabreeze: Land heats, rising thermal pulls air in off cooler water

Winds stable overall; but may be unstable in lower elevations

Stability increases during the day. Thermal dies as day cools

Wind strength varies 10 – 25kn

Landbreeze: Land cools in evening, air flows downhill

Tradewinds: Only in subtropics

AIR MASS STABILITY

Air masses more likely stable in winter: less heating of the land

Except when cold fronts pass, lifting warmer air

Stable air mass: Air mass cools at less than adiabatic lapse rate

[Standard rate of cooling is 12 degrees/1000’ altitude increase]

Maintains same air pressure at all altitudes: no rise or fall

Higher temp aloft stops lower air from rising – an inversion

They often form as earth cools from radiation at night

Stability causes lower and steadier velocity and direction in wind

Flows around obstructions like water does [channeling]

May have gusts downwind of obstructions as eddies form

Lifts off surface before a large obstruction it can’t flow around

Stratus clouds, often fog forms; any rain is usually a steady drizzle

Unstable air mass: Rising air causes vertical mixing, gusty winds

Wind tends to go over obstructions, with limited channeling

Winds veer, i.e. clockwise, in gusts, as higher winds descend

Pulled down to replace rising air currents

Cumulous clouds likely; any rain is usually showers, thunderstorms

Turbulent air won’t attach to sails [Frustrating. Flatten them more]

WIND STRENGTH

BEAUFORT WIND SPEED SCALE

Force   Speed   Description                                                       Max Waves

2            5k   Light breeze [wind barely felt on face]           Ripples

3       10k      Gentle breeze [Occasional white crests]                                     2’

4       15k      Mod. breeze [Frequent white crests]                                          4’

5       20k      Fresh breeze [Sea foamy, some spray]                                                  6’

6       25k      Strong breeze [Rig whistles]                                                                             10’

7       30k      Near gale [Spindrift, waves break]                                                       14’

8       40k      Gale [Foam blown in streaks]                                                              18’

9       45k      Strong gale [Spray affects visibility]                            20’

 

Wind force:  Wind pressure increases as the square of the speed

Calms and light winds result from:

Small pressure gradient, stable air mass, inversion, no surface heating, hi pressure, back side of circular flow

Strong winds result from:

Large gradient, channeling, unstable air mass, surface heating, rapid buildup of a hi [over 1030mb], lo under 980 mb, front side of circular flow

Abrupt change in speed or direction results from:

Front passage, sea breeze starts or dies, inversion forms or breaks [often in the morning], thunderstorm, unstable air mass

FACTORS AFFECTING EXISTING WINDS

Geographic features

Cause persistent shifts, channeling, velocity changes, gustiness

Instability in the air mass

Cold front, hot sun with few clouds [esp. p.m.], no inversion

Frontal passage [usually 3-day process. Faster in winter]

Fronts move over the ocean at 5 – 60 kn

Slowest in summer; slower over land

Hi passes N:  Wind goes from NW to N/NE to E/SE

Hi passes S:  Wind goes from W/SW to S

Lo passes N:  Wind goes from SE to SW to NW

Usual in Puget Sound

Lo passes S:  Wind goes from SE/E to NE

Currents

Affects direction and velocity of the apparent wind

Equal, opposite the current

Sailing into a current change causes a persistent shift

Anticipate it if possible

Vector calculates shift [see “Piloting”]

WIND SHIFTS

Stable air:  Relatively steady, non-shifting wind

e.g. Seabreeze starts offshore midmorning after inversion breaks

Builds and veers till midafternoon, backs as it dies. Inversion forms

Unstable air: Oscillations as upper winds come down

May be random or patterned, typically 10 – 20 min. in light air

As fast as 2 – 3 min. in heavy air; gusts are usually veered

Patterns usually fairly predictable in speed and direction

The higher the speed difference, the faster and farther the change

The dominance of one wind over the other may reverse

Wind slants may be visible in bands across the water

They move right to left. Be on starboard in the gusts

Persistent shift: Any time a new wind direction prevails

It is the most critical determinant of race outcome

May arrive progressively or instantaneously

Caused by seabreeze, front passage, break in inversion

The longer the leg, the more likely one will occur

Suspect whenever wind moves past previous oscillations

Or if a continuing change in velocity, or original wind dies

Watch clouds, smoke, swell, boats, etc for direction change

Oscillations may occur during a progressive persistent shift

If so, once it reaches max it will probably shift back some

May occur at specific points around course, e.g. channeling

Different winds in different areas of the course is common

Changes in topography, e.g. a point, make a shift certain

Changes in current cause an apparent wind shift

Stable wind crossing shore will channel or lift before shore

Unstable will turn more perpendicular

Downburst: Catspaw to thunderstorm

Size of cloud shows size; anvil shows t’storm weakening

Wind radiates out from center: Sail a reach around center

Inversions – layer of warmer air at higher altitude

Usually form at night in hi as land cools

They stop the mixing of windy upper and calm lower air

Calm or light, backed winds develop at surface

Cause haze and stagnant air; may last days

As they break, faster veered wind comes down

Break is not instant, gusts and oscillations give warning

Wind shear: May cause different wind at deck and masthead!

Results from layering of 2 different winds

Requires severe twist one tack, reverse twist on other! Frustrating

Sheet to best compromise [sail “lifted” wind each tack?]

CURRENT

Current called by the direction it flows [opposite wind]

Study shoreline and depths [faster where deep or passes point]

Flow reverses inshore first when tide changes

Fastest current outside a bend, or off a point

Eddies and speed changes shown by flotsam line and tide rips

May be just off a point as well as behind it

Wind against current creates chop; if with current, a smooth

Change of tide may cause a wind change – watch for it

It certainly will change the apparent wind

Try to “lee-bow”: current on lee bow pushes upwind

In constant current, there is no “lee-bow” advantage

If current changes during race, lee-bow strategy is critical

Use ranges, buoys, float to gauge current – look behind!

PUGET SOUND CLIMATE

Position of Pacific hi [1025mb] most important factor

S in winter, N in summer off the coast

Alters typical weather if it does not follow the norm

E.g. if it stays north in winter, drought occurs

Dec. – Feb: Permanent lo in Gulf of Alaska sends continual storms

Pacific hi is south and does not block these

Mar. – May: Hi starts north and begins blocking storms

June – Aug: Well-developed hi

Alternates warm sunny periods with cloudy marine air

Cloudy days are cool, but usually have sun breaks

Sun often brings seabreeze

West seabreeze in Strait, north seabreeze in Sound

Increases if lo in E Wa and hot sun in Centralia

Hi in E Wa can bring hot east winds

Sep. – Nov: Hi moves south and storms begin to break thru

Fog common, especially in the Strait

If hi stays late, have beautiful indian summer

PUGET SOUND WINDS

Convergence zone: N.W. wind splits around Olympics

Reconverges on sound from N and S

Usually forms at Everett and moves S to Tacoma

Gradient winds: Substantially altered by channeling from:

Strait, Sound, Hood Canal, Olympics, Cascades

Elevation changes, headlands, etc. affect flow

Affect speed and direction of the wind

Wind tends to follow the shape of the sound

Frontal passage: Pressure difference determines wind speed

The faster barometer falls, faster storm comes, stronger it is

Wind usually shifts SE to SW in Sound at passage

May shift 90 degrees in one minute as front goes thru

May shift E to W in Strait

Superstorms, below 970 mb, form quickly from far S

Seabreeze: Typical in summer when sunny

Becomes gusty as strength increases, due to topography

Strait may have W winds to 25 kn, gusting 40. May be fog

Strongest winds S.Vancouver Is., 7 p.m. to midnight

Expect if a lo in E Wa

Seabreeze moves S down Sound, fills on W side first

Winds N if Centralia hot, NW if lo over E Wa

Wind dies at sundown unless a lo over E Wa

Arctic front: Forms in winter with hi over Canada, lo in Cal

Frigid air flows S, may exceed 25 kn, and last 2 weeks

Winds typically NE to E

Heavy snow if wet marine air displaced

Hi pressure wind: N to NW wind, may blow 50 kn on coast

Lo passes, and hi, over 1030 mb builds fast [under 3 hrs]

The hi forms offshore, with the lo still over E Wa

Land breezes: Small pressure gradient, from cooling at night

Downslope wind less than 10 kn, up to 1 mile offshore

E shore of N Sound noted for this, except Cultus Bay

Magnolia Bluff always has NE wind down bluff, in a N wind

With N or S winds in Sound, may be either E or W in Strait

Check pressure at Belligham, Olympia, Quillayute to forecast

Higher pressure difference causes higher speed

1 mb or less between locations causes light and variable winds

With E wind in Strait, Ediz Hook eddy may form

Wind S at Smith I., E at S San Juans, N at Trial Is., W at Ediz.

Velocity may vary greatly at different points

NAVIGATION

DEFINITIONS

Purpose:  Fix position, determine CMG and VMG, avoid danger, reach destination

Navigating is easier at night: fewer visual distractions to beacons

But harder to see dangers and routes thru narrow passes

Tools: Charts, Coast Pilot, Tide/Current tables, Light List, binoculars,

calculator, dividers, chronograph, compass, plotter, knotmeter, RDF, depthsounder, GPS, Sextant and tables

Dimensions: Direction, distance, time, speed, position, depths, heights

Bearing: Compass direction from boat to observed object

Range: 2 charted objects in line from boat giving an LOP

Course (C): The rhumb line, over the ground, intended to travel

Heading (H): Direction steered as estimated to make good the course, with estimated corrections for current and leeway

Course-made-good (CMG): Actual path over the ground

Speed: Speed through the water

Speed-made-good (SMG): Actual speed over the ground

Velocity-made-good (VMG): Actual speed toward a destination

Affected by tacking angles as well as current and leeway

Line of Position (LOP): A bearing line drawn on a chart

May be from visual, electronic, or celestial source

May be an arc of a circle, e.g. celestial sights

Multiple LOPs should intersect at a large angle for accuracy

Fix (FIX): Accurate position from (combination of) bearings, distance, close fixed object [e.g. passing a buoy], depth, vertical bearing, etc.

Running fix (RFIX): LOP advanced based on time, speed, direction

Corrected for current and leeway. Limited accuracy – really a DR

Dead Reckoning (DR): Calculated course and position, without reference to visible charted objects

Based only on plotting heading and speed on the chart

Estimated Position (EP): DR corrected by est. current and leeway

Plotting: Navigation info computed and placed on a chart

Labels: Label for line placed on line, other labels not on line

Label: FIX, DR, EP, LOP; Speed; Time; Distance; Data source

Plotting formulae: D=ST, S=D/T, T=D/S

DEAD RECKONING (DR)

Purpose:  Advance position from last known position by heading, speed, time – w/o current or leeway allowance

Current and leeway are estimated at beginning of each DR (hourly)

An estimated heading is set as the course to steer

DR is plotted on the chart by speed and heading from a known fix

Or from the last DR (not EP)

DR PLOTS:

Start DR plot on leaving a known position; new DR at each fix

Plot EP each hour, based on heading, est. current, and leeway

Each new hour’s plot starts from the ending DR point

EP calculated at end of each hour by cumulating all vectors

Plot EP, start new DR, whenever heading changes

Dangers: DR inaccurate at best, way off at worst if currents strong

Errors in EP result from errors in heading, current, leeway calcs.

The sector between DR and EP is most probable area boat is in

Recognize boat may even be either side

Due to stronger or weaker current, or flow in different direction

CURRENT CALCULATIONS:

“Current” includes steering error, etc

For sailing, however, leeway should be calculated separately

90 degrees to heading. Greatest when close-hauled in strong wind

Find by: H less CMG when no current, and ranges available

Vectors for current and leeway are plotted to determine each EP

Current estimates must allow for variations due to tidal changes

Average current set and drift for each hour is estimated

A fix will show errors in estimated current and leeway vectors

I.e. where boat actually is vs. where it was calculated to be

Vectors, calculated by direction, speed, and time, may determine:

Expected track & speed over ground (if boat speed and heading, and current set and speed are all known)

Set/Drift of current (if boat’s heading, CMG, and speed known)

Required heading for intended course (if current set and speed known)

Difference between DR and EP is current and leeway vectors

*0900 DR

0800                      A                       B

FIX*                                    C            *0900 EP

Line A: Each hour, plot and label H in degrees and S in knots

Line B: Estimate combined current and leeway vectors [may not form a straight line, and may oppose each other]

Line C: Plot and label estimated CMG and resulting EP

Substantial errors can result from miscalculating both A and B

TAKING BEARINGS:

Use hand bearing compass or steering compass [less accurate]

At least 2, preferably 3, at as wide intersecting angle as possible

Two bearings on a single point can give distance off

Steer steady heading & speed, time 2 bearings on a fixed point

Larger the angle, less the current, the more accurate

Plot LOPs, open dividers to distance run (corrected for current), align dividers on LOPs parallel to estimated course [not heading]

Danger Bearings (DB)

Plot LOP outside danger to visible point on chart

As boat approaches, assure bearing to point does not cross DB

ELECTRONIC AND OTHER NAVIGATION AIDS:

[Use in conjunction w/ DR and visual observations]

GPS: Available worldwide, and accurate generally within 50’

LORAN: Supposedly being phased out. Inaccuracies in inshore waters, due to radio wave refraction, are serious!

RDF

1 mile accuracy @ 10 mile distance as good as can count on

Correction for ambiguity: Steer for few min. & see direction of       change. Otherwise can think you are 180 degrees off

Depthsounder

Plan the route in advance, and follow. Make list of checkpoints

Once lost, very difficult to regain a fix

Angle back & forth over a depth contour line to follow it

Look for aberrations in the depth contour to give fix

Note rate & direction of depth change & compare with chart

Sail to one side of destination when closing coast

Then turn to follow a set depth

“Barking Dog” Navigation

Sounds, e.g. breakers, cars on a coastal highway

To follow shore, angle in & out & listen for

Must know no off-lying hazards

Use road map for better definition of shore structures

Kelp

Kelp line is on rocky bottoms up to 50′ deep

Check chart to see how close 50′ line is to shore

Water version of hiway “Fog Line”. Stay outside kelp

Caution: Strong current may sink kelp

“Bob” a Light

Move sight level up and down to check edge of light range

When closing shore, note when features first seen

Gives distance off; bearing gives LOP

Distances of visibility of objects when sitting in cockpit:

City Glow

Can show over 100 miles on a dark night

Take compass bearing on center for estimated LOP

Shipping

Usually in a well-defined lane, traveling a determinable

heading, e.g. in Strait or Sound

RULES OF THE ROAD

Buoyage system

Rule: “Red right, returning”: Red buoy to starboard coming in

Have even #s, increasing upstream. Green to port, odd #s

Red/white stripes: mid-channel

Diamond: danger. Crossed diamond: forbidden. Circle: caution

Right of way

Under power, vessel on right, or being overtaken, has right of way

Under sail, vessel on starboard, or to leeward, has right of way

Ship in its channel has right of way

Vessel fishing with marked nets out has right of way

Sound signals: 1 short: moving to own right. 2 short: moving to left.

   3 short: engine astern. 5 rapid: danger

 

D&C 88:119: “… seek ye diligently and teach one another words of wisdom; yea, seek ye out of the best books words of wisdom; seek learning, even by study and also by faith.”

      Boyd K. Packer said, “It takes an extremely good meeting to beat no meeting at all!” Many would cheerfully agree. Teaching, including speaking, in the Church is a great calling, and it should be excellent. After the atonement, ordinances, and faith, teaching is probably the most important thing in the Church: The Doctrine and Covenants says the Church has been restored to “teach the Gospel and administer the ordinances thereof”. Everything else supports these.

      J. Reuben Clark said he knew when he was teaching by the Spirit because he learned things he did not know. The most interesting, as well as most important, subject in the world is the Gospel of Jesus Christ—we should love to study it and to tell others about it. In teaching [and speaking], it would seem there are 3 things one must do for people: 1] They must learn something new, important, and useful, 2] They must be inspired and motivated to improve, 3] They must enjoy it! Otherwise it doesn’t “beat no meeting at all”.

 

TEACHING ISSUES

      Teaching is a gift of the Spirit, and is one of the specific gifts enumerated in three places in the scriptures. Some seem to have a particular gift, while others excuse themselves for mediocrity or declining to teach by saying they do not have the gift. But two points are apropos: 1] Even if one does not have the gift it is well possible, by training, to do at least a good job and 2] these scriptures admonish us to “seek after the best gifts”. Since communication skills are so important, this is surely a gift to be sought for, and since teaching is one of the two first responsibilities of the Church it is a gift God undoubtedly desires that all develop. Teaching in the Church needs to be excellent.

      In my own case, I failed college speech class. As I considered that, I realized communication skills are imperative—they are central to everything we do, as there is no association that does not depend on them, in every area of life. I committed to seek that gift in both speaking and writing, and have spent my life trying to develop it. The primary focus of this essay will be teaching, and it must be admitted that teaching is much easier than speaking. Almost all principles apply or are adaptable to both, however, so developing one gift also develops the other.  

      Teaching can—and should—be satisfying and enjoyable. Many, however, hate and even fear teaching and speaking. A number of issues are problematic, but there is a solution for each of them:

1. Preparation is unpleasant hard work, takes too long, and is not really effective.

Preparation should not be a burden. The key is to learn and use a simple, quick, effective system, such as the one we will describe. Preparation should ordinarily take a maximum of two to four hours. I have known people who spend 20 hours a week preparing their lesson for primary. They have little time for all their other responsibilities, and family life suffers and is fraught with conflict.  The problem comes from trying to achieve absolute perfection, spending many hours preparing visual aids, or writing out every word of the lesson, which then becomes an undesirable lecture. This is, after all, just a lesson—not the State of the Union address! The lesson itself will be completely forgotten in a matter of days, or even hours, and the purpose is to help the class internalize a few points they will remember and live by. Paradoxically, the easy lesson will be perceived by the class as far better than the difficult lesson.

2. Nervousness about facing class members.

Some of them, of course, are more intimidating than others, but they will not bite! In fact, they are rooting for your success and, if you allow it, they will help you to succeed, by providing answers and encouragement and defending you. Nervousness is normal in any challenging activity, so it should be expected; but it should end once you get started, provided that you have developed confidence in your teaching skills, preparation, and the importance of the subject. If you have selected a theme you feel is vital to the needs of your class, as we will discuss, you will feel driven to share it and that will go far in alleviating nervousness.

3. Nervousness causes a tendency to read the lesson and to forget prepared material.

Do not prepare a lesson you can read! Instead, use an outline that lists major points. This will keep you on track, and assure no important points are forgotten. Many of the points you think of during preparation may, in fact, not be discussed, but other points will be thought of during the lesson.

4. Too little lesson for the time allotted.

This one is simple: Develop class discussion by asking good questions and encouraging the class to do most of the talking. Almost invariably the lesson will have to be concluded because time has expired. This has other benefits as well: People are far more interested and involved when they are listening to themselves, and more knowledgeable class members can be enlisted to help teach.

5. Lack adequate knowledge and information—fear of being boring.

Actually, you don’t need to know anything to teach! If you were teaching trigonometry you would have to be the expert, but in any Church class in which erudition is required the class, collectively, will have it.  Let them be the experts and do most of the talking. A good discussion is never boring, and they will seek their own level of depth, need, and understanding. The teacher just needs to be the discussion leader. Church leaders encourage us to read the scriptures and study the Gospel each day. That will do it.

6. Keeping the lesson on track.

Class members sometimes do try to get off the subject, and their hobby horses can be annoying and pointless. Say, “That’s very interesting” [preferably try not to sound condescending!], and ask a question that is on track. It may be one asked already. If you have a good theme, as will be discussed, and continually reaffirm it during the lesson, it will keep the lesson on point. There is no need to force the lesson plan, however, if the class [not an individual] is going where they need to go. Sometimes you hear a teacher say, “That’s very interesting, but we need to finish this lesson”. It may be that that “very interesting” point is exactly what the class needs; it may be where the Spirit is leading. Of course it may be just a diversion, but the point is to remain flexible so the Spirit can lead.

7. Fear of controversy

A little controversy is good! It keeps people involved and gets them excited. Some teachers are more comfortable dealing with it than others [and some are more comfortable than is appropriate!], but it gets people thinking. President Monson said thinking is one of the most important things we do, and one of the most difficult. People shun the effort of thinking, and it is the teacher’s responsibility to encourage it. Controversy helps, in moderation, as long as it is not heated, argumentative, divisive, or absurd—it gets people involved! Point out that     everyone is entitled to express an opinion, but others are entitled to believe as they choose, subject to the prophets’ words. Everyone needs to understand we are “reasoning together”, with mutual respect, toward a “unity of faith”. Truth is imperative, however, and when you suspect false doctrine ask, “Why do you believe that? What is your source? Do others feel uncomfortable with this?” Invite the perpetrator to research during the week, and you can as well, or check with an authority.

8. Fear of offending those with sensitive issues

When preparing the lesson, analyze the class with empathy and love, and consider their needs, sensitivities, and level of knowledge. Prepare the theme and the lesson specifically for them. But realize you are doing Lord’s work—so accept the responsibility and do it. Jesus, through the Spirit, told people what they needed to hear, though sometimes they were hurt or even offended. 1 Thes 2:3-12:

For our exhortation was not of deceit, nor of uncleanness, nor in guile: But as we were allowed of God to be put in trust with the gospel, even so we speak; not as pleasing men, but God, which trieth our hearts. For neither at any time used we flattering words, as ye know, nor a cloke of covetousness; God is witness:  Nor of men sought we glory, neither of you, nor yet of others, when we might have been burdensome, as the apostles of Christ.  But we were gentle among you, even as a nurse cherisheth her children:  So being affectionately desirous of you, we were willing to have imparted unto you, not the gospel of God only, but also our own souls, because ye were dear unto us.  For ye remember, brethren, our labour and travail: for labouring night and day, because we would not be chargeable unto any of you, we preached unto you the gospel of God.  Ye are witnesses, and God also, how holily and justly and unblameably we behaved ourselves among you that believe:  As ye know how we exhorted and comforted and charged every one of you, as a father doth his children,  That ye would walk worthy of God, who hath called you unto his kingdom and glory.

9. Fear of not having the Spirit.

The scripture says “If ye have not the Spirit ye shall not teach”, and this is a serious issue. The Spirit wants to bless us in this effort, however, and can be expected if we have done our best. This includes: a] Prayer. Prayer should be done during preparation and prior to teaching. It also should be done, silently, during the lesson. Any time there is a difficulty or a really important point is being made pray for the Spirit to influence what is said and how it is received. b] Theme. Select a theme that you deeply feel is important to the class and focus on it till you know the Spirit concurs. c] Preparation. Good preparation gives knowledge and confidence, which allows the Spirit to flow. Having done your best to prepare, you can expect the Spirit to teach.

10. Lack of practice.

There are lots of opportunities. Every week for family home evening the tendency is to slight the family by offering them a poorly prepared lesson. They are, after all, our highest responsibility! Use our whole process to prepare and teach a lesson that really brings the Gospel home. “Teach a child in the way he should go, and when he is old he will not depart from it”. Also use Home and Visiting Teaching for continual practice. Too often, the lesson is either none at all or reading from the Ensign. Use the opportunity to practice doing it right. You may even need to prepare a different lesson for each family, based on age and needs. Your families will be blessed, and they will love you for it. By following our system, each lesson can be prepared quickly and effectively.

      There is one other issue that determines the ability to be an effective teacher, and it underlies all other issues: Self esteem. Without reasonably good self esteem a person can hardly do anything well, and particularly if it involves performing in a spotlight. There is too much negativity, lack of confidence, and fear of others. If self esteem is a problem it must be resolved. Self esteem is not what is commonly referred to as “ego”, in fact they are opposite. The arrogance of ego is always proof of low self esteem. If you are the king or queen of England, and are arrogant, it is because you know that except for an accident of birth you would be a nobody. After much consideration, it would seem that self esteem can be defined by the acronym “CAST”: Conscience, Achievement, Service, and Tapes. Each of these needs to be developed, and there must be a balance including all of them. Although many attempt it, an excess of one will not compensate for lack of another:

      C: Conscience. It can eat you alive! We know “all have sinned”, that isn’t the issue, but is repentance true and complete? Have all important issues been resolved with the Bishop? As Jesse Duplantis says, “Admit it, quit it, forget it”, and we need to feel, deep inside, that God has forgiven us, and our sacrifice is acceptable. “Though your sins be as scarlet they shall be white as snow”.

      A: Achievement. This requires reasonable success at the things that really matter, such as educational, relational, and occupational responsibilities. How good are you? At least as good as the best you’ve ever done. With God, our limits are vast. But we need to measure ourselves by the proper yardstick, not the world’s. It requires goals, work, growth, and dealing with challenges and failure: As Churchill said, “Never, never give up!”

      S: Service. The Dead Sea is dead because it takes in but won’t give out. Are you taking more than your give? Are you fulfilling your various service obligations to family, friends, Church, society, and others? The most important thing, probably, is to lift others and build their self esteem: Help them become their best, too.

      T: Tapes. Negative mental tapes—most from childhood—go round and round in our heads. We need to replace the negative tapes with positive ones or else, like it says in Proverbs, the “dog returns to its vomit”. President McKay said, “Tell me what a man thinks about, and I’ll tell you what he is.” We must control our thoughts, and fight the negative tapes.

      CAST: It determines self esteem and, therefore for our purposes, the ability to teach.

 

PREPARATION

You can’t teach a good lesson if you haven’t prepared a good lesson. But don’t work too hard! It really takes the joy out of it. Plan on spending two to four hours to prepare the lesson, and have a follow-the-dots system that allows you to prepare the lesson effectively in that amount of time.

      Regular Gospel study is essential. I sometimes tell my classes they read the scriptures too much! Jesus never commanded us to read the scriptures, he said to search them. That takes effort. I know people who read them regularly—should I say religiously—and really don’t know them well at all. A passive effort will not get the job done: thinking, pondering, and comparing are necessary. When I want to understand a subject, I find all the scriptures and teachings of the prophets I can find, assemble them, ponder, and pray. It is the only way to develop a real understanding.

      Read the lesson each Sunday for the following week, to begin thinking about it, and to consider the knowledge level and needs of your class. Consider the assigned or chosen subject from the lesson and relate it to your class, their age, knowledge, interests. Then follow a process such as the following to prepare:

      1. Ponder and pray for a single specific, important Theme. This is vital; it is the key to success of the lesson, and what sets it off from an ordinary, typical lesson. It should be so important and so well prepared you feel driven to share it. The whole lesson should emphasize the theme, which provides a focus. Remember what Curly said in “City Slickers” when asked to tell the secret of success? He held up one finger and said, “One thing—you’ve got to stick to one thing!” That is true in teaching. People can only remember one principle anyway, so pick one and focus on it.

      A given subject, such as “forgiveness”, may have hundreds of possible themes. Every lesson will have many potential themes, and most teachers make the mistake of trying to teach the whole lesson from the manual. You need to review the lesson and then develop one specific, tightly-defined theme that excites you and is really important to your class. Even if the subject matter is less than stellar, an important, an interesting theme can be developed from it. For example, I attended a fireside once and, to my chagrin, learned the speaker was the head of Deseret Industries. Can you imagine how boring a discussion of DI collections and distributions could be! But his theme was something like “If ye do it unto the least of these…” and he described specific instances that transformed the lives of people in need, and it was one of the most fascinating and spiritual meetings I have ever attended. To this day I cannot borrow his examples without choking up.

      2. Choose two to four Main Topics that support the theme. Make the last topic optional, if possible, for time flexibility. If you run out of time it can be ignored,

      3. Think of thought-provoking Questions. For each main topic, ask yourself the 6 questions: Who, What, Where, When, Why, and How. Brainstorm this with yourself—you can cull the questions later—and organize the questions under your main topics. If preparation time is limited to only a few minutes, this is all you need to do to prepare to teach a great lesson.

      4. As necessary, and as time allows, Study to find answers and scriptures. If you can’t find some don’t worry about it. Just ask the questions and let the class provide the answers. The lesson manual will typically have the scriptures you need, but you can also go to the Topical Guide. Don’t forget the Bible dictionary. When I taught the Beatitudes, I checked the Dictionary, and learned that they are a progression. That is something I had never thought of, and gave a whole new insight that I could convey to my class.

      5. Develop a brief Introduction and a Close that answers “Therefore what?” Reinforce your theme and testify of it.

      6. Write an Outline. It’s easier to prepare and use than writing it out, and all that’s needed if your technique is to ask questions and develop discussion. An outline of with the questions organizes things more effectively, and prevents a “canned” presentation.

      Using the subject “forgiveness” as an example, here is one possible sample of a prepared lesson outline:

                                    Forgiveness

      Theme: Forgiving others is not a burden, it is a blessing.

Intro: Exaltation requires us to become perfect, as Jesus is, which includes being cleansed of all sin through his infinite atonement. He performed that atonement because of his infinite love for his Father and for us. We are commanded that we, too, much forgive all offenses against us, and we often look at that as a near-impossible burden. Perhaps it can help us if we can see it not as a burden, but actually a blessing.          [Need scriptures]

1. Christ suffered unspeakable pain for us—and freely forgave us

      What power will, in eternity, heal all sin? What else will it heal?

       [All injuries]

      What was the extent of Christ’s suffering? When did it occur?

      Will you describe what happened in Gethsemane and on the cross?

      What was his motive in suffering and forgiving us?

2. If offended, and forgive, we can begin to comprehend the atonement

      What are some of the things for which we need to forgive others?

      How serious are those compared with what Jesus suffered for us?

      What does it mean to truly forgive others? How is that like Jesus?

3. God intended life to offer us this great opportunity

—embrace it as a blessing!

      For our own benefit, why is it required to forgive others?

      How help us understand the atonement?

      How is life set up so forgiveness of others is continually required?

      Where can we receive power to forgive others?

      How must we seek it?

4. [Optional:] Through the atonement, injuries terrible beyond any human cure can be healed

      Why does God allow such unfairness and suffering in the world?

      What was the extent of his atonement?

      How can his infinite love heal? When does it occur?

Close: How we look at something determines our attitude. Jesus suffered virtual infinite pain to atone for our sins, heal our pains, and freely forgave us. we are also given, in a small way, the opportunity continually to do that for others. It is an opportunity and a blessing! We should embrace every opportunity to forgive others, realizing that by doing so we begin to understand what Jesus did for us, and are able to become more like him. Exaltation requires it and, no matter how difficult it may seem, God will give us only those burdens we need to achieve it. Trust him!

 

PRESENTATION

      With a good theme and a well-prepared outline you are ready. The following points will help you carry the freight in your class:

      An old Gillette commercial said, “Look sharp! Feel sharp! Be sharp!” They wanted you to believe that just using their product would make you a winner. But isn’t there some truth to the syllogism? If you look like a winner you will tend to feel like a winner, and that will help you be a winner. So dress well and act confident. All to often you’ve seen the alternative. Slovenly performance often goes with slovenly looks, and excuses prophesy failure. When someone says, “I haven’t really prepared”, everyone knows it’s nap time.

      Develop a style. Look for models in teachers and speakers you listen to, but don’t try to be a carbon copy of someone. Be natural and have some fun, which will help the class enjoy it too, and keep them rooting for you. Study teachers and speakers techniques for things that work and things that don’t and things you would like to adopt.

“Get in the zone”: A powerful theme and good preparation will help you to feel driven to share a vital message, and that will allow the Spirit to assist you. 1 Thes 1:5 says, “For our gospel came not unto you in word only, but also in power, and in the Holy Ghost, and in much assurance; as ye know what manner of men we were among you for your sake”. When you can “get in the zone” you feel that power, and wonderful things happen. It is good! 1 Thes. 1:5: “For our gospel came not unto you in word only, but also in power, and in the Holy Ghost, and in much assurance…”

      It is your class—but be the Leader, not the manager. Emphasize love, respect, unity, faith. The difference between a leader and a manager is vertical spread: managers want to be in charge and push, leaders want to create equality and pull. If you visit someone’s office and see an assigned parking space at the front door for the boss, you know which style you’re dealing with.

      Ask and discuss your prepared questions, if teaching. [If speaking, discuss those questions. They may be asked rhetorically, if not done to excess.] If the questions are good they will get the class deeply involved in discussion, and they will follow a natural progression through the major topics that develop your theme. Additional questions will suggest themselves as the lesson progresses

      Use those with knowledge to help teach. It helps you, and challenges and involves them, and collective knowledge and experience of the class exceeds that of any individual. Two benefits occur involving those in your class who are particularly knowledgeable: 1] They help you teach, and can often provide better answers than you, and 2] Their involvement teaching helps them to avoid being bored when the lesson is at the level of those less knowledgeable. After the discussion of each point, comment and clarify to summarize and bring it all together. Do not worry or apologize if you don’t know an answer. Just admit it and ask for comments. You can even assign class members to look it up for the next week.

      Remain flexible. Don’t force your lesson outline, but go where class interests—and therefore needs—lead. It may be that if you force the lesson outline you are thwarting the Spirit in teaching class members things they really need. With your outline, you can always ask a question at any point that gets the lesson back on track.

      Work in deeper, after beginning shallow for people’s comfort level. Starting shallow gives the class a chance to warm up and assures that those with less knowledge can catch up. Then, as concepts become more complex, the class can progress together toward greater understanding. Get beyond the platitudes! There are so many “Mormonisms”, which are the knee-jerk response that is heard every time a particular question is asked and, as Paul said, “When I was a child I thought as a child, but when I became a man I gave up childish things”. As just one example of many, you sometimes hear it said that a newly baptized member is the cleanest. That is not true. Being free of sin is a matter of repentance, and members should understand that, at any point in their life, they can be every whit as clean as they were when they were newly baptized. A teacher needs to make people ask questions, think, and seek out the important truths of the Gospel.

      Restate the theme repeatedly, in different words, during the course of the lesson. This helps to keep the lesson on track, emphasize the theme, and continually bear testimony of the truth of it.

      Emphasize application. The primary purpose of learning is not knowing but doing.

      Watch the clock, and budget your time. No big deal if you don’t get thru the whole lesson.

      If you are serious about being an effective teacher you will take every opportunity to improve, including analyzing every class and talk you hear or read. The greatest teacher of all time is, of course our best example. What would Jesus teach us if he were here? I think I know. There was one talk he gave both in Jerusalem and in the new world and, one might suppose, to the ten tribes: The Sermon on the Mount. One of the first things you will note when reading it is that he does not follow the principle of a single theme. Why? How could the people possibly understand, let alone remember, even a part of all he spoke of? Whole books have been written trying to analyze that sermon. More than anyone else, Jesus’s communications would be transmitted by the Spirit. When the Spirit conveys the message the mind and heart and understanding are open, permitting far more insight and comprehension, tailoring the message for each receiver.

      One thing Jesus never used, that is idolized these days, is audio-visual aids. He continually, however, painted pictures, through parables, similes, and metaphor. People learn by seeing, hearing, and feeling, and all of these should be utilized. It is particularly important when you realize that each person has one of these as a primary learning method, so utilizing all three helps be most effective for all class members. [An indicator of which is most appealing to someone is their response when they agree with a point. One may say, “I see what you mean”, another, “I hear you!”, and another, “I feel like that is right”.]

 

Models:

Conference talk

General Authority Lesson

 

SUMMARY

This system, used each time, should make teaching [and speaking] effective, relatively easy, and enjoyable. Until you have thoroughly learned and internalized it, use the following synopsis to this material each time you prepare a lesson or give a talk. Few things are more important than teaching the Gospel; few things can provide more satisfaction. The keys are: 1] A good theme, 2] Questions that stimulate class discussion, 3] Emphasis on application, 4] Practice: As well as for classes, use your system for Home Evening lessons and Home/Visiting Teaching.

 

SYNOPSIS

1. Prepare:

·   Read the lesson and consider the Subject

   Relate it to your audience, their age, knowledge, interests

·   Ponder and pray for a specific, vital Theme

   This is the key to success of the lesson

·   Choose 2 – 4 Main topics to support the theme

·   Think of thought-provoking Questions for each topic

   This is all that’s needed if prep time limited

   Ask yourself the 6 questions, for each main topic:

      Who, What, Where, When, Why, and How

·   Study to find answers and scriptures

   If you can’t find some don’t worry about it

·   Develop a brief Introduction and Close

   Reinforce your theme and testify of it

·   Write an Outline of your preparation

   It’s easier to prepare and use, and all that’s needed

2. Teach [or Speak]

·   “Look sharp! Feel sharp! Be sharp!”

   Dress well and act confident. Excuses prophesy failure

·   Develop a style. Look for models, but don’t try to be a carbon copy

   Be natural; have some fun

·   It is your class—but be the Leader, not the manager

   Emphasize love, respect, unity, faith

·   “Get in the zone”: Powerful theme, well prepared

   Feel driven to share the message have the Spirit

·   Ask and discuss your prepared questions, if teaching

   Discuss those questions, if speaking

·   Use those with knowledge to help teach

   It helps you, and challenges and involves them

   Comment and clarify to summarize and bring it all together

·   Remain flexible. Don’t force your lesson outline

   Go where class interests—and needs—lead

·   Work in deeper, after beginning shallow for people’s comfort level

   Get them to think

·   Restate the theme repeatedly, in different words

   For emphasis, and to keep your eye on the ball. Testify of it

·   Controversy is O.K., in moderation

   As long as it is not heated, argumentative, divisive, or absurd

   It gets people involved! We are “reasoning together”

·   Truth is imperative. When you suspect false doctrine ask, “Why do you believe that? What is your source? Do others feel uncomfortable with this?” Invite the perpetrator to research during the week, and you can as well, or check with an authority.

·   Emphasize application.

   The primary purpose of learning is not knowing but doing.

·   Watch the clock, and budget your time

   No big deal if you don’t get thru the whole lesson.

 

SAMPLE LESSON OUTLINE

FORGIVING OTHERS IS NOT A BURDEN, IT IS A BLESSING

Intro: “Forgiving others is often difficult, but it is actually a great blessing. It’s just a matter of keeping the right perspective. Forgiving others is not only necessary for our own understanding and salvation, it is our best opportunity to appreciate, in a very small way, what Jesus did for us and just how much he loves us.”

·   Christ suffered unspeakable pain for us—and freely forgave us

What was the purpose of Christ’s suffering? When was it ordained? When and where did it occur? Scriptures? What was the extent of his suffering? Scriptures? What was his motive in forgiving us? Scriptures? How does he know you personally?

·   If we are offended, and forgive, we can begin to comprehend the atonement

Is forgiving others difficult? Examples? Why a commandment? Result if we don’t forgive? Where can we receive power to forgive others? How must we seek it? What characteristics does forgiving others develop in us?

·   God intended life to offer us this great opportunity—embrace it as a blessing!

How often do we have opportunities to forgive? Examples? Did God intend this? Why does God allow such unfairness and suffering as we see in the world? What is indicated about a person if given the “opportunity” to forgive great sins? How can understanding this help you?

·   [Optional:] Through the atonement, injuries terrible beyond any human cure can be healed

Examples of really terrible injuries some suffer? The world have power to heal these? What power will, in eternity, heal all injuries? Scriptures? Have a testimony of that? How can that power be evoked in life?

Conclusion: “The most important thing we need to develop is charity; having the pure love of Jesus for others. Do you see what a great opportunity God has given us by creating a world in which forgiving others is a constant necessity! We not only begin to develop the same characteristics as Jesus, which we must do in order to be like him, we begin to appreciate better all he did for us. Every association in life is intended to give us this opportunity: Spouse, children, Church members, coworkers—even other drivers on the highway! Be grateful for those opportunities and use them to pay back to Jesus a very little of what he did for you! I testify….” 

RAISING GREAT CHILDREN

   Children are precious and a joy, and the greatest proof of God’s promise he will give us all he has

Childhood should be happy, and almost all parents have good intentions and love their children

Love is much more than a feeling, and it is a verb much more than a noun—it requires effort and action

Road Less Traveled: Love is “the will to extend oneself for the spiritual growth of oneself or another”

Raising children is our most important job, and only usual training is—often bad!—example of parents

Paradoxically, children cannot be happy or feel good about themselves when undisciplined

Usual problems: Parents’ laziness, indifference, weak will, misplaced “love”, or lack of training

Children need to become self-controlled, independent, socialized, honest, and productive

Their happiness and success, as well as a happy family life, is determined by this

To succeed, parents, too, must have all these characteristics

Often, parents want to do a good job but, particularly with difficult children, are not sure how

Unless allowed to get out of hand, it is not all that difficult, if important guidelines are followed

Look for good info, examples, and counsel. Think, experiment, and keep learning—work at it!

Children tend to be resilient, so a reasonably good job will usually raise good children

When grown, Children will remember! Their recollections can sometimes be very embarrassing…

Key: Parents need to 1] be unified, 2] have a simple, effective plan, and 3] be generally consistent

Dr Phil: Failure of discipline is virtually always parents’ error, traceable to one of these three

Unlike Americans, children in other countries not rude, whiny, violent, with up to 25% supposedly ADHD

Dr Phil and others agree most difficult children are problems of discipline, not problems of medicine

Edmund Burke: “Men have a right to be free in direct proportion to their willingness to accept responsibility. There must be controls placed on the individual, and those controls must come from within or without”

If self control is not developed in childhood it probably never will be, and serious problems are inevitable

A child, when grown, may even need to go to jail to try to learn discipline—and millions have

   It is universally recognized that self esteem, in children as well as adults, is crucial to self discipline

Without good self esteem, mistakes and failures in childhood lead to feeling hopeless and to giving up trying

Apathy, resistance, non-cooperation may be the result of hopelessness, more than defiance

President Kimball said that without self esteem we cannot choose and do right. Quoted a Psychologist:

“The first thing to be done to help a man to moral regeneration is to restore his self-respect”

   Failure to teach a child to behave, ironically, destroys the child’s self esteem

Assumes he must be no good, as parents don’t love him enough to protect him from himself

Grows up hating and disrespecting parents and the world for never teaching him to control himself

Works at creating continual misery in the home, and permanent disaster for himself

Even Spock supported this view. He has been misquoted by all the modern liberal permissivists

He said parental permissiveness, even if well-motivated, makes an out-of-control child inevitable

Unfortunately, modern “experts” believe self-esteem can be accomplished simply by emphasizing it

The current idea is children should receive lavish doses of praise regardless of their performance

Studies show this attitude began when women, with their softer feelings, became school administrators

In fact, the most-loved teachers are firm disciplinarians, who love children but have very high standards

These days, competition, grading, and firm discipline are anathema to current “politically correct” ideas

Tries to create equality and take away failure, but can do so only by taking away success

This is poor training for how the world really works: There must be opposition in all things

Developing self esteem requires a home with love, security, trust, and expressions of value and capability

Children need continual opportunities to earn and learn self-esteem—to work, cooperate, and be responsible

They need to be taught how to get along with others, make decisions, solve problems, deal with challenges

Nibley: To help youth to self esteem, “…help them have some success experiences”

It has to come from the inside out. “Self esteem” from the outside in is merely arrogance

Need to learn it’s what you are that matters, not what you have: your money or your car or your clothes

Cannot have self esteem without being worthy of it. The acronym “CAST” sums up the requirements:

C: Conscience. It must be clear, both from real wrongs and those imposed by others

A: Achievement. Reasonable success at things that really matter: goals, relationships, challenges

S: Service. Even children need regular opportunities for this, e.g. regular household chores

T: Tapes. Most negative mental “tapes” start in childhood, and go round and round in the head

   Parents need to look with empathy at the child’s world thru the child’s eyes, and deal appropriately

The better you can see the world thru the child’s eyes, the better you can help him relate to the world

Parents are large and intimidating and, whether for good or bad, are the child’s early standard for behavior

Children try to emulate their parents, so they learn to act as they see them act and to mirror their behavior

Misbehavior is often simply a mirror of parents’ behavior

Battles of the will and loud, demanding, arbitrary, aggressive actions usually are learned from parents

The best parents excel in 3 areas:

1] Effectively organize their children’s environment, including basic needs, safety, security, love

2] Communicate well with children, and permit interruptions for up to 30 seconds essentially any time

3] Discipline firmly, while showing great love and affection. The child gets the message:

“I love you so much that I must teach you to obey, for your happiness and safety, and for others”

A “Secure Attachment” to a significant adult in infancy and early childhood is critical, and requires:

A continuing, consistent, emotionally significant bond to a particular person, usually a parent

Imperative for learning relational skills, emotional control, trust, confidence, communication, toughness

Children need to feel there is real communication, and their feelings are fairly considered

When seriously unhappy, children must know that parents understand just how intensely bad they feel

Make sure there is mutual eye contact when talking, especially when the child is pitching fits

Make sure they know you take them seriously, are listening, understand, and are giving fair consideration

Even if, for their own good, you don’t give them what they want, they’ve had a fair chance to negotiate

Young children do not have adequate words to express their feelings, so they often act them out in tantrums

Repeat their words back, explain, and use gestures to help them express and to show you understand

Teach children the words for negative feelings, and encourage them to express themselves verbally

[There is a chart for this which shows negative faces and gives a word for each]

Children need to feel they have substantial control in their world, or they become insecure and rebellious

They need to feel they have their fair share of parents’ time and attention, including one-on-one time

They need to be allowed to make as many decisions regarding themselves they possibly can

Subject to their age, maturity, safety, etc, and subject to experiencing the consequences

E.g., if won’t take turns while playing with others, then lose a turn

By making decisions, and mistakes, they grow in learning how to make good decisions and be responsible

They are also unlikely to become rebellious because they have little to rebel against!

Unless a child’s behavior is defiant, parents should remain calm, rational, negotiable—not a battle of the wills

In their own way, passive or aggressive, they will fight for a sense of control if not provided to them

Excess rules and discipline is as bad as too little. It will lead either to rebellion or a broken will

Children need the right to negotiate, to learn they get more by cooperation than by tantrums

This is part of the process parents need to teach of how to get along successfully in society

Defiant behavior and tantrums, however, cuts off the negotiation cold, with no immediate recourse

   Children, especially if strong-willed, invariably will test parents’ authority, just as will an animal

A child’s will must not be broken, but they must be taught self control and socialization

Requires love, lack of anger, firmness, parental unity and consistency, and never giving up

The up side for the strong-willed child: If he learns self-control, he has great potential to achieve

Children respect strength and courage, and despise and have total contempt for weakness

Their attitude toward parents is shown in their behavior, and parents must prove themselves continually

Children must have no doubt that defiant serious misbehavior absolutely will not be tolerated

The child must learn that the parents’ love and will are both so strong they will never give up

The longer misbehavior is allowed to continue, the more difficult and frustrating it will be to change it               E.g. a baby elephant learns that it can’t pull up the stake, and when older it is still bound

Many children have a stronger will than parents, and continually work to wear their parents down:

Child misbehaves, parents try to discipline, child refuses to cooperate, and parents finally give up

The attempt to discipline is viewed by the parent as if it were discipline—it is not

Everyone is miserable, including the child, and it is not something the child will “grow out of”

A child will never learn to behave if taught he can avoid it by cajoling, refusing, or procrastinating

Children are inexorable, and instinctively understand “divide-and-conquer” and other battle tactics

Whole goal is to wear parents down till they give up and give in. They are training their parents

When all children exhibit similar misbehavior, they are clearly succeeding in “parental training”

If you aren’t united, give up, give in, lose self-control, or scream, they win. They are always watching…

E.g: If child is given a timeout, he must sit in the corner, and remain there, for the full specified time

If necessary, keep putting him back, and back, till he finally gives in. He won’t respect you otherwise

   Key: The critical distinction in discipline, every time, is recognizing the child’s motivation

Decide whether the misbehavior is childish error and immaturity, or is intentional, willful, and defiant

Permissive psychology only recognizes and deals with the former; it pretends the latter doesn’t exist

In the former case, i.e. childish error, tolerance and discussion are usually effective

In the latter case, they never are–action is imperative: As long as you talk, the child will argue and resist

Defiant children only become obedient when they know some serious action is about to occur

If a child responds positively to anger and yelling, it’s only because he knows the next step is action

Children recognize anger as weakness, and totally disrespect it. They learn just how far to push

Talking is a waste of time, and it is counterproductive: the child will try to engage in endless dialog

For defiant behavior, parents usually resort to action only as a final step, after frustration is unbearable

The important key is to act immediately, as a first resort, not last—State the problem, but no discussion!

Parental frustration is avoided, and discipline is more effective and can be less severe

Immediate action is required especially for injury of others or self, e.g. hitting or banging head on wall

Self-injury is very serious; it is used as a distraction from mental pain—the physical pain seems less

   Guidelines for parents to shape the child’s will, without damaging the spirit

• Recognize and accept responsibility. Parents, together and unified, must be the ones ultimately in control

Perfect discipline is not required. Parents just need to have a plan, act as a unit, and usually get it right

Establish necessary rules firmly, but with as broad latitude as possible, to allow self-responsibility

Write out in detail, together, the exact problems, rules, and disciplinary plan. Keep it simple

There are so many “No”s for children, try to have as many “Yes”s as possible

But they have to learn that “No” means “No” and, past a point, there will be no further discussion

Define reasonable boundaries before enforcing them, and avoid impossible demands

Unreasonable attempts to control others, by adults or children, are a dysfunctional symptom of insecurity:

“If they meet my unfair demands, they really must love me.” Better proofs of love need to be learned

• Recognize a major reason children run amok is misplaced parental attention, often done in good faith

Children crave attention, even if negative, so the behavior parents pay attention to is reinforced

Parents are much more likely to pay attention to bad behavior than good, e.g. cajoling their tantrums

Improper discipline, paradoxically, therefore often reinforces bad behavior

Paying attention to good behavior, rather than bad, is difficult and must be consciously practiced

Continually set up opportunities where they can succeed, and focus on their individual strengths

Praise them when they act like an adult and immediately spend some time with them

Never mix criticism in with praise, and discipline only when absolutely necessary

Reinforce their good behavior later, e.g. by reminding them some time after the event

Unless a really serious problem or an issue of safety, ignore bad behavior, e.g. howling

Never offer bribes, i.e. incentive to stop misbehaving or not to misbehave

Rewards for good behavior are O.K., and are more effective if given irregularly

• Always distinguish, when a child misbehaves, whether the act is irresponsible or is willful and defiant

Unless a serious problem or an issue of safety, discuss non-willful behavior with them, or even ignore it

Pick your battles with care

When faced with willful behavior act immediately, decisively, and inexorably. Use pain if necessary

Do not wait, argue, or cajole until reaching the point that frustration is overwhelming

Reassure, love, and teach after the discipline, as soon as the child will accept it

• Vary disciplinary actions depending on the child, but keep them consistent, and consistently enforced:

With more than one child, the rules should not necessarily be the same, but fair, and seen as fair, for all

Some need different kinds of discipline; some need more discipline—but no one gets left out!

Allow or provide for natural or logical consequences to operate, as possible and proper to the offense

Parents often hate to see the child suffer, and intervene to prevent reasonable consequences

Timeout of one minute for each year of age

Do not discuss it or argue; state simply but firmly—once—the reason for the timeout

Sit child in a chair facing the wall. If he won’t stay, it shows he has no respect for you

Keep putting him back, and enforce with physical pain if necessary

The parent must be in control. Be sure he is behaving before released

Take away something he wants—and keep taking things till he behaves or has nothing to do

If necessary, take away everything he has and make him earn it back, item by item

Send him to bed early, with nothing to do—and make him stay there

I used to say, “I don’t want to do it, but your behavior proves you are tired and need the rest”.

Any time nothing else works, pain is required: spank once, or pinch hard on top of the shoulder muscle

    Pinching hurts, causes no damage, and is unobtrusive, so it’s effective

Examples

Knew a woman from church whose kids were out of control. She obstinately insisted the most important principle was that they knew unquestionably that she loved them, and that discipline was counterproductive to that. Every one grew up to be a disaster, with two of them in prison.

Dr Phil interviewed a couple whose daughter, age 7, pitched fits, hurt her siblings, took anything she wanted. Parents had tried everything, including spanking, and finally caved in to her stronger will. Dr Phil pointed out you cannot solve a problem unless you admit it exists; and unless there is a serious medical condition, parents are always the problem with child behavior. In this case, the parents failed to discipline unitedly. The mother had the role of enforcer, since when dad came home he was tired(!), and just wanted to play with the kids. Daughter knew all she had to do was survive till dad got home, and discipline would go out the window. He disciplined sometimes, but was absolutely inconsistent, and daughter treated mother, who was doing all she could, with contempt because father allowed it. Particularly since her behavior was established, daughter had to receive an absolute signal rules are inviolable, with immediate, serious penalties, enforced every single time by both parents as a unit. Father wanted to enjoy his kids, but this is not about father’s wants, it is about daughter’s needs, and there would be terrible consequences for her if those needs for discipline were not met.

      Dr John Rosemond told of a child who had terrorized his family until he was able to broaden his horizons by terrorizing the whole school. He got away with it until fifth grade, when the parents finally, in complete desperation, came to Dr Rosemond because he was going to be permanently expelled. He had them lock the kid out of his room for a month. All his possessions were inside, and he was allowed in only once a day, to get clothes. He wanted to know where to sleep, and was given a blanket and kindly told to find a couch. He was also told that every time there was a complaint about him, from school or other sources, he would have a day added on. The parents were finally united and adamant. The middle of the second week the teacher called—to thank them for finally admitting the kid had ADHD and putting him on medication!

A friend had a nearly uncontrollable stepson, and home life was an uproar. His mother could not, or would not, control him and his father refused to take any responsibility, letting him run wild whenever the boy was at his house. The stepfather said to me, “I can’t take any more. I’m going to send him to live with his father”. I told him, “You are the only source of discipline that kid has ever had. I know it’s tough, and the constant battle has completely worn you out, but did you ever stop to think you’re not just the best chance that kid has, you’re the only chance?” He decided not to give up, and did the best he could, and the boy finally learned to control himself and to direct all that energy toward positive objectives. He is now a well-mannered, successful adult.

One of my sons, after he was an adult, said to me, “Dad, when I was in high school you gave us kids a beater car to drive. Some of my friends’ parents gave them hot new cars, and my classmates used to tease me about having to drive a beater when my Dad had a stable of really great sports cars. It was a little embarrassing at the time, but I handled it O.K. My friends who were given everything grew up to expect it all should still be given them, and they are pretty worthless. You taught me that if I wanted something I would have to earn it, and I owe my success to that lesson. Thank you!”

If, after consistent effort, parental discipline does not work, then professional help is absolutely imperative, e.g LDS Social Services. The bottom line is that parents must succeed, or they will raise out-of-control children who will destroy themselves, and life will be miserable for everyone during the process. Examples, unfortunately, are all around us. On the other hand, when parents do succeed, even relatively well, children are wonderful and there is no greater joy on earth!

Sources: “PARENTING”, Azerad and Chance, in “Psychology Today”,10/01; THE STRONG-WILLED CHILD, Dr James Dobson, 1978, Parenting the Strong-Willed Child, Dr John Rosemond, Mend the Broken Bond, Dr Frank Lawlis   © 2007 R C Copeland. VivaYo152@aol.com