Teaching 5th Graders
“I’ve got issues,” the fifth-grader behind me stated.
His words seemed out of place, almost out of character for a young person. I turned and looked at him. His fly line lay in a pile at his feet. He was having issues with his cast, not with his life. His ability to exploit the ambiguity of language for the sake of laughter indicated that his sense of humor had matured well beyond his age of ten years.
We were teaching school groups how to fly cast, how to tie a flies, and how to identify bugs. The fly fishing station at the Nebraska Outdoor School Day Expo was a busy place. There were a number of stations at the Expo, fishing, outdoor cooking, camping, water conservation, shotgun shooting. The groups rotated from station to station throughout the day.
There is a reason for these expos. We are not exactly swimming in new anglers. Since the nineties, license sales, and participation, have dropped dramatically. Although there was a slight increase in sales last year, the trend has been down. Recession of 2008 down. And that is not good.
We need the numbers. We need to recruit kids to the sport. The Expo exists to recruit anglers.
Anglers and hunters are self supporting. Money from license sales helps to maintain and conserve fisheries. Money from excise taxes on fishing tackle, ammo, rifles, and boat motors helps to pay for improvements, conservation, and acquisitions. The Pittman-Robertson Act, also known as the Federal Aid in Wildlife Restoration Act, was signed in 1937. The Dingell-Johnson Act, also known as the Federal Aid in Sport Fish Restoration Act, was signed in 1950. Excise taxes from these two acts have raised billions of dollars. Dollars that have been dedicated to wildlife and fish.
Hunters and anglers have always been nickel and dimed. We don’t seem to mind much.
We were on our fourth, and penultimate, group of the day. Each group consisted of between 20 and 30 students; this group had twenty-three. We divided the twenty-three into smaller groups of five and six. Gene Kathol took the one of the groups, I took another. Andrea Faas took the remaining groups and showed them the collection of bugs.
Andrea Faas showing off the Bug Collection
It was difficult to teach the kids the finer points of casting, we only had our groups for ten to fifteen minutes. With the attention span of ten year olds mixed in, it was important to distill the cast into, well, its important parts.
Gene dealing with Slack Line
I’d distilled my spiel down to the essentials. I started by showing them the proper way to hold the rod in their hand. I showed them how to trap the line against the rod. Then I showed them the lift, the stop, and the stop. For this group, though, I’d varied my routine. I had them wave the line above their heads in figure eights. I wanted them to get the feel of the rod loading. Then I had them stop the rod when they brought it across their body.
“Stop it high,” I told them, hoping to pass on the notion of a short and subtle stroke.
They did, and they saw loops. They saw the line laying down straight in front of them.
“Oooooo,” they all remarked.
Our station had followed the shotgun station. It was hard to compete with the racing heartbeat and the culminating explosion of the shotgun. It was today’s equivalent of a roller coaster and many of the kids were still feeling the adrenalin rush of shooting a twenty gauge. This group, though, began to feel the sense of accomplishment the comes from performing a difficult and subtle physical task such as a fly cast.
I had them continue with the figure eights and incorporated a backcast and forward cast. They got the feel of the line loading rod and the stop unloading the rod. I had them continue while I helped several students individually, untangling lines here and there, and then helped the young gentleman with the issues.
I answered the young man, “issues, huh.”
All manner of knots decorated the pile of fly line at his feet; the snarls gave the heap some character.
I rewarded his sophisticated sense of humor with some commiseration as I untangled the line.
“Most people my age have issues, it’s rare for a young man like yourself to have them.”
Witty banter was not yet part of his toolkit. He had trouble grasping the concept of the stop, though. That wasn’t unusual. In most sports, follow through is important. A baseball swing is, for example, a complete motion from rear-back, to initiation, to the hit, to follow through. Golf swing? Same. Tennis, kicking a ball? Both the same. In fly casting, the act of stopping causes the rod to unload and propel the line forward in a loop. We hoidy-toidy fly fisherman are loath to admit it, but stopping a a bait caster or a spinning rod is the same concept. It causes the rod to unload. The casts are not that much different.
“My line just doesn’t seem to form a loop,” the young man said. I had him repeat the figure eight exercise and thrust my arm in front of his rod. The rod hit my arm and stopped abruptly. The loop unrolled.
“Try it again,” I tell him. He swung his rod in subtle figure eights and then stopped the rod abruptly as it was coming from his right to his left. The loop formed and the line fell to the ground gently in front of him. It was in a straight line.
“Ooooo,” he said.