at first it might seem like some computer generated imagery created for a sci-fi flick but you know, nature doesn’t need any artifices to be dramatic, thought-provoking, beautiful, awesome and just plain cool. enjoy !
“This video is being shown at normal speed. For those who have not witnessed an event like this in person, it may look as if the video is sped up. Some ice stacking events move more slowly, especially when the wind is weaker or intermittent. The large sheets of ice shown in this video had pretty good momentum from sustained winds, but at one point the ice came to a groaning halt and the silence seemed almost deafening; it was a little eerie. Then the breeze picked up and the ice was on the move again, stacking plates.”
“I like it. An odd mix of the smallest number and the largest – together in one package. It speaks to the extremes of the Universe and yet shows how they can be inexorably tied.
It is also unique in that both numbers are formed by a single constant line (using standard type). One line straight; the other curving before coming down to the base line – not so distant cousins – and neither one having a family relation with any other number. The “4” has multiple stops and abrupt changes in directions with its multiple line formation and the “2”, “3”, “5”, and “7” have their sudden starts and stops.
Although a mere number, as humans, we can’t but help to tie it to other numbers by which we judge ourselves. As an age number it is greatly important; the first step from being a “teenager” to becoming a “young adult”. In fact, the shapes of the numbers suggest a relationship between youth and age – the straight erect youth next to the bent and wizened old-timer standing together – as if sharing the secrets of life (though “1” will certainly not listen).
I would have to put “19” up there as a major number; a number among numbers. Yes, I definitely like “19”.*
enough niceties, this is somewhere in the Scottish Highlands.
* another anonymous gem caught in the web.
a very dark day needs some light to balance it out. this article cum memoir kindly sent in by Mark Surtees gleams with childhood fears that turn to admiration, magic, the realisation and appreciation that fly fishing is a lot more than just catching fish and most importantly, at least in my eyes, how we as sharers or teachers share and teach our passions. all too often, the what takes over the how but as with light and darkness, one doesn’t really mean anything without the other.
thanks again Mark for giving our readers another gem to reflect on and enjoy.
Was it for fun as a kid on holiday or day trip? Perhaps it was in adolescence to distract you from a life of petty criminality, a developing meth habit or a wicked and dangerous career out on the cultural edge in politics, accountancy or law. Maybe it was as an adult just to help de-stress. Whenever it was, the chances are, one way or another, you were actively taught to fish. Very few people pick up fishing tackle of any description without encouragement and brief instruction from a third party.
My Grandfather taught me. Over cold fishless winters he would sit, black suited, in his high back chair, smoking bitter navy cut cigarettes, sour as wormwood, silent, waiting. Sometimes he looked at me with his old crow eyes and I wondered if he would lean forward and peck out my soul…..he didn’t, but I was only six years old and very, very afraid of him.
One spring, when the grasses were still flat from the snow and the primroses bloomed on the banks, I went with him to fish the local river. We sat among the streamside flowers and I watched him tackle up. He cast a beaten up bamboo rod with a broken tip that was patched with a short length of brass tubing, a greased kingfisher silk line and flies from an old mock tortoiseshell fly box which contained a few nondescript patterns he had tied himself long ago. I could see his fly land on the surface of the water, float a little, then disappear as a trout rose amongst the ripples in the run and took it.
For an impressionable little boy it was an act of unimaginable and astonishing magic, a fish conjured seemingly from nowhere. This relatively simple, deliberate and entirely expected catch on the part of my Grandfather caused a radical and entirely unexpected transformation in my childish opinion of him. I moved instantly from fear to fascination. I was six, he was a caster of spells, so I naturally concluded that he was, very obviously… a Wizard.
I begged him to teach me the magic, and, as I grew up, he did. It was of necessity an inexact, imperfect, ad hoc sort of instruction but it was a gift from Grandfather to Grandson of almost inestimable value. I think he knew that…me? I had no idea and he died long before I realised.
Of course we all know that magic tricks do not happen by accident. They are repeatable, infused with purpose and completely within the control of the magician. Their objective is to deceive, just as ours is to deceive a trout in the stream when we fish.
Whilst, hopefully, we do not seek to actively bamboozle our clients in quite the same way, our lessons too are not, in many respects, significantly different to a well executed trick. If we structure and objectivise them properly then we too may surprise, amaze and delight.
Useful objectives should be observably measurable as far as is reasonably practicable and when we pick them they should be within the power of the student to achieve.
Appropriate selection of these achievable objectives allows students to build a succession of small but consistent learning wins. Each win a learned skill and each learned skill used to develop a new one and/or reinforce an old one.
For an instructor teaching within a “whole, part, whole” schema, it becomes critical to select suitable objectives so that common faults can be actively taught out without introducing negativity to the process. By doing this, within reason of course, new skills can be made to compound and combine largely error free.
That there are objectives for a student is a given. What is not so obvious, or maybe just not so often admitted, is that there are personal objectives for the instructor too. Whilst we may all wear the ego boosting insignia of our qualifications, the official regalia and psycho-protective badgery cannot really mask the ghastly truth, which is that we all, (well, most of us), have the same wonky limbic system and full complement of cognitive frailties as everyone else. So, I too want wins because this gives me a sense of achievement and I know I will instruct better and my student will learn better in a teaching environment which is giving us both positive rather than negative feedback.
In this context, although we clearly need subsets of grimly practical casting targets, there is no need to be emotionally dry with more abstract over-riding aims. Instruction isn’t just about a perfect PULD (Pick Up and Lay Down) or tail free loop, a quintuple toe hauled Jelly Roll or a cast out to the backing knot, it’s also a little bit about making people feel happy.
As a goal, I have to admit that this is very easy to say, not as easy as I ever first imagined to achieve and very difficult to objectively measure. But, sometimes, just sometimes, when you have had to do your very best sorcery to make it all happen, when those casts pop out from the turmoil like my Grandfathers perfect little trout from the ripple in the run, when you are dancing in a monastery garden with a beautiful laughing woman or being hugged by a big beardy biker on a wet suburban rugby pitch when the lessons end, then, you feel happy…and I like that…my Grandfather would have liked it too I think.
Mark Surtees ☺
be warned, this is amazingly beautiful. one of those natural wonders that keep us wondering. as for the colours, just let them seep in. enjoy !
be sure to visit myLapse‘s page for more filming excellence