Commentaries Archive

What I Learned at the NAI National Workshop

By Jeff Miller

In November, I attended the annual 2009 NAI National Workshop in Hartford, Connecticut, along with nearly 700 other U.S. and international attendees.

The author (right) with workshop keynote speaker and Environmental Interpretation author Sam Ham.

The author (right) with workshop keynote speaker and Environmental Interpretation author Sam Ham.

There were over 110 concurrent educational sessions in 13 different educational tracks offered during the five-day workshop. The sessions covered aspects of frontline interpretation, planning and research, non-personal interpretation, and interpretive management, among other topics.

I attended a variety of sessions to improve my skills, to learn about issues affecting programs, to learn skills that help improve visitor experiences, and to help motivate me to be better. I saw rangers at sessions about zoos, interpreters at sessions about writing, and management staff at sessions for emerging technologies. I even saw Elvis (more on that later). The variety of sessions offered and who attended which session was quite diversified.

I was able to gain valuable information to enhance my skills as a tour guide and interpreter at Hearst Castle in San Simeon, California. The training sessions really do help with the knowledge, skills, and abilities that are needed to be a good frontline interpreter. I am always striving to make my interpretive product better, and the training provided at NAI Workshops assists with that goal. It also adds to the necessary tools to perform my job duties and be a better representative of California State Parks. I will be better prepared to enhance the visitor’s experience and, I hope, inspire, inform, and educate them, too.

At NAI 2009, I presented a two-hour session on creating themes for presentations, tours, signage, printed materials, exhibits, etc. It was a hands-on learning session designed to provide information and inspiration for others to take back to their locations and in future training of other staff members. It was a learning experience for me as a presenter, and I hope a valuable learning experience for all of those who attended. Presenting sessions is also a great way to become involved at conferences and workshops, and I thank the participants who attended my session.

I want to share a couple of memorable personal experiences from the week. One was at the Excellence in Interpretation awards ceremony. It provided a place for NAI and federal agencies to present and honor the winners of their respective national awards. The organizations were NAI, the U.S. Forest Service, the U.S. Army Corps of Engineers, the Bureau of Land Management, the U.S. Fish and Wildlife Service, and the National Park Service. The highest interpretive honor one can win from the National Park Service is the Freeman Tilden Award. This year the winner was Ranger Shelton Johnson. Many of you know of him and may have been fortunate enough to see his portrayal of Sgt. Elizy Boman, a Buffalo Soldier in Yosemite in the early 1900s. He was also in the recent PBS series, The National Parks: America’s Best Idea. It was an honor for me to be there when he received this national recognition and also to have a chance to chat with him. Ranger Johnson has inspired me to be the best frontline interpreter that I can be.

The second story I want to share happened one day when I and a few other participants went to the Museum of Connecticut History, located in the Supreme Court Building in downtown Hartford. While we were there, there was also a large school tour group. They had been given worksheets from their teachers and were on a scavenger hunt through the museum. We overheard them looking for a typewriter and other things. I heard a few of them saying they were looking for the most powerful item in the museum—one that you had to be 18 years old to use. There was an old mechanical voting machine in the first room, and I knew that is what the teacher wanted them to find. It was quite discouraging to hear and see as they congregated around a Colt Firearms exhibit (Colt is based in Hartford) and decided that a gun was the item they were seeking. It made me realize how important the words I say on my tours may be, and to always choose them carefully.

So eventually the week came to an end. All I can say is “Wow!” It was a fantastic workshop and great learning experience. The NAI Workshop provides the opportunity to meet and network with the best and brightest in our field. It brings us together from around the globe. We have the opportunity to share our most current ideas, our experiences, our thoughts. We learn, we tell stories, we sometimes play musical instruments. We laugh, we cry, we bond. We realize what a special group of people we are.

I have been to many conventions, conferences, and workshops over the years. I have never been to one like an NAI Workshop, where every person you meet loves their job and loves what they do. They want to share all they can with you over a few short days. I hated for the week to end, and to say my good-byes until next year’s workshop.

It was during a promotional skit for the 2010 NAI National Workshop in Las Vegas where I saw Elvis. I hope to see Elvis again in November, but more than that, I hope you will consider attending this outstanding event in Las Vegas.

Jeff Miller is a tour guide and interpreter at Hearst Castle in San Simeon, California. Contact him at HearstCastleJeff@aol.com.

Exposing the Soul: An Unexpected Encounter with Community-Based Interpretation

By Kelly Farrell

Four statues in a park forever changed my life.

Statues are everywhere. In cities around the world, public squares and buildings are filled with monumental sculptures honoring individuals or representing historic moments. How many times do we walk right past, paying them little or no attention?

farrell-community-2One day last summer, though, four statues spoke to me. I’m not talking about those mime-like performance artists who paint their faces and pretend to be sculptures, delighting tourists with unexpected interaction. No, I’m actually referring to bronze-cast, life-sized human replicas, whose placement and message overwhelmed me in a way I did not anticipate.

It was my first visit to New York City, and I had one free day to spend with my best buddy who lives there. Micah crammed our schedule full of essential experiences: We did the fun stuff—Central Park, Rockefeller Center, Times Square, the Brooklyn Bridge—and also toured more solemn historic sites like Ground Zero and Battery Park.

If this were your day, what do you think would be most memorable? For me, every place on the itinerary was more surreal and moving than I could have imagined, but an unplanned venture produced the most powerful moments: When we happened upon tiny Christopher Park, in the heart of the Greenwich Village Historic District, I walked in with no expectation of the interpretive experience I was about to have.

The moment I realized where we stood, and saw the four statues, I was instantly lost in a memory from a decade ago:

“Mom, Dad, there’s something I want you to know…”

These words have been the start of countless conversations in homes everywhere. Chances are that you’ve said them, for any number of reasons, perhaps to announce a pregnancy, share news of a job offer, or ask for help in facing addiction.

For me, the words that followed that opening statement…eventually…after a long, awkward silence and deep, courage-gathering breath, were, “I’m gay.”

It was the scariest thing I’ve ever done.

I sat tense, flinching almost. Heart thumping. Mind racing. Already I was exhausted. Months of mental rehearsal had left me spent. It took tremendous energy to prepare for this evening. There was no question of my identity—of that I was sure—but everything else about this dialogue was left to uncertainty. On sleepless nights, I’d stand out under the stars, praying for guidance and wondering about possible outcomes.

Mostly I prepared for anger and rejection. Sitting at my parents’ kitchen table, I awaited their censure. I was ready for words like “regret” and “disappointment.” I expected yelling—or worse, silence—or perhaps even an invitation to leave.

I worried too much. Mom and Dad fumbled for words, but generally made an effort to communicate a loving response. They didn’t understand it, but they were willing to try. I wish all my coming out stories had gone this well.

I chose to come out to my parents. It was a purposeful act of audacity. I would tell them myself, on my own terms, in my own time.

Avoiding the topic, I reasoned, would create an uncomfortable, ever-growing “elephant in the room.” Worse, I feared they might get the news as hearsay from others. Either situation might force them into confronting me about it, putting me on the defensive and likely sending a message that I felt guilt or shame for being who I am.

Initiating the conversation, then, was a proactive move, allowing me to share my identity in a positive light, to literally say, “This is who I am, I’m comfortable in my skin, I am not ashamed, and I have found love.”

***

farrell-community-1“A penny for your thoughts.” Micah’s quiet voice brought me back to the present. We tended to explore places separately, each wandering at our own pace. When he looked across the park, though, and saw me crumpled on a park bench with tears streaming down my face, it was time to talk.

“I’m a professional interpreter.” I replied, “The work I do is about real people and real places and real purpose. I’ve traveled the world. I’ve seen thousands of interpretive exhibits and commemorative sculptures.

“But this,” I lightly laid my palm over two statues’ hands, “is the only time I’ve encountered public interpretation of this story.”

You see, Christopher Park is adjacent to the Stonewall Inn, where an uprising in 1969 is credited with igniting the gay civil rights movement. According to the New York City Department of Parks & Recreation:

On June 28, 1969, there was rioting on Christopher Street when police raided the Stonewall Inn, a popular gay establishment, in order to curb liquor law violations. Over the next few days, in what is known as the Stonewall Rebellion, several thousand rioters filled the streets to protest the police action. Thereafter, Christopher Park became a symbol of the gay liberation movement.”

Thirty years later, the Stonewall Inn, Christopher Park, and the surrounding neighborhood streets were placed on the New York State Register of Historic Places and added to the National Register. Among the 70,000 listings in the National Register, Stonewall was “the first such historic site recognizing the national significance and contributions of lesbians and gay men,” said M. John Berry, assistant secretary of the Department of the Interior. “Let it forever be remembered,” Berry declared, “That here–on this spot–men and women stood proud, they stood fast, so that we may be who we are, we may work where we will, live where we choose and love whom our hearts desire.”

In 1992, sculptor George Segal witnessed the public installation of his work, four statues collectively titled “Gay Liberation Monument.” Set in Christopher Park, the piece features two standing males and two seated females. Their positions seem comfortable, suggesting deep discussion and revealing the most simple, yet poignant displays of affection—a touch on the shoulder, a brush of two hands. Segal’s style was noted to be “specific, evocative, and understated, showing the public comfort and freedom to which the gay liberation movement aspired.”

Persons who identify as lesbian, gay, bisexual, or transgendered (commonly referred to as LGBT) are often referred to as a “community,” but does such a thing even exist? There are no unifying interests, values, or politics among all LGBT people. Some suggest that having a minority gender identity or sexual orientation are the common threads, but even those concepts exist on a spectrum, making them tough to define in the broadest terms of “community.”

Despite significant cultural changes following Stonewall, many LGBT people in America still live in isolation, in fear of trusting others, and in conflict about how to find—let alone exist in—anything they can call a community. Others completely eschew an LGBT community, preferring to live completely assimilated lives in their larger circles of citizenship. They see this as a more effective strategy for being perceived and accepted as normal. Collectively, we seek a wide range of ideals in advocating for civil rights, finding companionship, forming families, and establishing homes.

What makes a community, anyway? Certainly it exists when people live in geographic areas like neighborhoods and towns. It is built around common interests, such as sports, vocations, or hobbies. It surely occurs where values are a foundation for fellowship, like in churches, charities, and political groups. Community even forms in the face of shared experiences or adversity, as with medical or mental health support groups.

This last category lends the strongest evidence that community exists when people actively recognize a shared life experience. Of course I can’t speak for all LGBT persons, but I believe that there is just a single salient event—encountering the moment of revelation about our identities—that gives us any semblance of belonging in community with each other. “What we perhaps have at the core,” writes poet Judy Grahn, “is an uncanny ability to identify with what we are not, to die as one form and return as another.”

Following this deeply personal revelation, LGBT persons face the challenge of navigating life, but no two courses chart the same. We must decide, a thousand times every day, whether to hide or be real. It’s a complicated, often weary, journey of measuring others’ attitudes and anticipating their reactions. Will we speak truth, or is it easier, smarter, safer to just acquiesce to the majority?

Is it any wonder, then, that so many universal, yet conflicting emotions—pride, hope, fear, frustration, anger—are tied to the LGBT community? Is it any wonder that America hears so little of this community story through interpretation at museums, historical sites, and other interpretive places?

Is it any wonder that I was overwhelmed at seeing myself reflected for the first time in those Christopher Park statues?

It’s obvious why this resource held inherent meaning for me: Freeman Tilden’s first principle of interpretation was in effect. “The visitor’s chief interest is in whatever touches his personality, his experience and his ideals.” When I found a place telling an oft-overlooked part of my story, guess what? I was intrigued. My life is not solely defined by my sexual orientation, but it is constantly tempered by it.

In fact, my experience at Christopher Park is a model for Tilden’s exact definition of interpretation, which “aims to reveal meanings and relationships through the use of original objects, by firsthand experience, and by illustrative media, rather than simply to communicate factual information.”

The original object was the actual park, and me standing there was firsthand experience. I met “the Thing Itself,” according to Tilden. “Whether it be a wonder of Nature’s work, or the act or work of Man…To pay a personal visit to a historic shrine is to receive a concept such as no book can supply.”

Then there was illustrative media, both textual and artistic. The signage, well written and placed, forged intellectual connections by going beyond dates and data. Instead, the panels told a story, helping me understand the site’s context in history and culture. “Interpretation is the revelation of a larger truth,” wrote Tilden, “that lies behind any statement of fact.”

It was the statues, though, that forged the strongest interpretive connection and elicited my overwhelming emotional reaction. Tilden said good interpretation is about “exposing the soul” of a place, revealing “those truths that lie beyond” what physically exists before our eyes. In their comfortable, easygoing poses, the statues represented a way of life that I have long sought: to be authentic. When I stood among them, I felt a strong sense of belonging. These people would understand my angst in coming out to my parents and dealing with life every day since then. For a moment, through interpretation, I found community.

Tilden suggests that the final measure of success is when interpretation “aims not to do something to the listener, but to provoke the listener to do something to himself.” Right then, I resolved to keep living like those statues, who so quietly, yet candidly, sent such a strong message. I shy from being flashy or loud, but sincerely am myself—present, open, honest, and loving. I do wear a ring symbolizing commitment to my partner of 14 years. I do share my story when it can help set the tone for positive communication. My aim is not that others think or feel the same as me, but I do answer Tilden’s challenge, encouraging anyone in my company “to do some thinking about [things] himself…. His horizon cannot fail to be widened.”

In my career as an interpreter, I have long believed that when we do our work well, we create opportunities for visitors to move from understanding, to appreciation, to protection of cultural and natural resources. Now, because of outstanding interpretive design in Christopher Park, I am more motivated than ever to be effective. I’ve found I work harder at fostering a sense of belonging for visitors. I am more conscious about relating to their lives, helping them to have firsthand experiences, and using effective illustrative media that connects with their minds and hearts.

I was serious when I said those statues spoke to me. An encounter with community-based interpretation changed my life when I least expected it. Will it change yours?

Kelly Farrell is an NAI Certified Heritage Interpreter and Trainer based in Little Rock, Arkansas. Reach her at kelly.c.farrell@gmail.com.

Serenity, Acceptance, Courage, and Wisdom

by Mike Speller

About five years ago, our facility was in turmoil: staffing issues, a renovation looming, a little bit of flooding, you name it. My own solution to weathering the storm was employing “offstage” what I’d been unconsciously using during costumed interpretation the previous five years: The Serenity Prayer.

God grant me the Serenity
to Accept the things I cannot change,
Courage to change the things I can,
and Wisdom to know the difference.

I am not a particularly religious man, but I know wise words and I know what works. The offstage “storm” passed and I am now in my ninth year doing first-person and third-person history at Isle a la Cache Museum in northern Illinois.

“Andre the River” negotiates the price of an otter pelt with a young trader.

“Andre the River” negotiates the price of an otter pelt with a young trader.

Beyond the outward authentic clothing we’ll take as a “given,” first-person credibility is influenced by the things I must accept—audience, environment, and experience. How I react to them is where the courage and wisdom appear.

Audience
When I started as an interpreter-voyageur, I had 45 to 60 minutes alone each day with up to 50 elementary-age students. Monday could be second graders and Tuesday 10-year-olds.  I had (have) no control over who I saw—accepted.

Obviously, I could change how I approached each group. Seven-year-olds need to feel safe with the strange-talking, strangely dressed stranger. Guided imagery for time-travel, slower rate of speech, basic information on the fur trade (or just trading), and occasional participation empowered them.

Fifth graders are a smart audience, not cynical but realistic in seeing “the guy in costume.”  Immediate immersion in the time period and persona means immersing them in a situation—doing something—not giving them a chance to be detached/cynical/distracted. That succeeds for me.

Adults can be playful or wallflowers when it comes to interacting at a rendezvous or living history weekend. My voyageur’s persona is sometimes known as “Andre the River”: big mouth, always running.  So I have an excuse to talk to everyone as potential trading partner, potential dinner cook, or potential romance.

After initial introductions, I accept what I’m given. Have they responded with a period-correct question? With humor? With a grunt? I continue with all three to their taste. Don’t expect your audience to change. Change your delivery, your topic, or your audience-participation level to make connections. You cannot have credibility without a relationship with the visitor.

For example: In a session with fifth graders, I had a few kids “buy in” to my storytelling. The non-responsive majority still received my attention, my eye contact, and the occasional individual comment to keep them involved in some capacity. After the program, the students created original pictograph stories, and about 10 of 30 were brave enough to share them aloud.

I later found out one of the brave girls had lost two close relatives recently and basically closed herself up until that field trip. Her pictograph tale finally expressed those lost relationships with respect and beauty. That brave girl was one of the “unresponsive” kids.

If I pushed her, tried to make her participate, or change her behavior, would her response have been the same?

Environment
I envy the folks at Conner Prairie (Indiana) and Williamsburg (Virginia), among others, because the interpreters and visitors are immersed in the historic place itself. Parking lots are out of sight, power lines don’t intrude, and signage is discreet.

I accept the fact Isle a la Cache staff must greet students in character yet still within sight of the parking lot, within earshot of a four-lane highway, and amid smells of a nearby coal-burning plant. I accept those circumstances and ignore them at the same time.

My voyageur’s focus is on the “newcomers,” and that attention is reciprocated. If someone’s focus wanders, I don’t dismiss them or berate them, I explain it as best I can in terms of our “world” (for example, a noisy plane is “a goose with gas”) and resume our flow.

By saying it’s not there, you are not accepting the addition to your teaching environment; you’re ignoring the obvious. That’s the surest way to lose respect and credibility.

Granted, you can only explain so much. Changing your perception of the modern item and diverting audience attention are nice alternatives, but at some point you have to address the vocal realist: “You are visiting me in my world. If you respect me, I will respect you. I hope you make the right choice.”

You’ve given them an opportunity to change: Be courageous and join the group mentality (and fun) or accept the literal/modern and get less out of your day.

Obviously, your facility has to make best efforts to create legitimate historic structures, include the natural “wild” landscape, and acknowledge environment is necessary to sustain your credibility.

However, we must also accept varied modern environments when we visit schools as voyageur or native.  The best approach I’ve found is “stranger in a strange land.”

Use your wisdom: accept the fact that you’re out of your element. Seek comfort in finding common language, mutual likes and dislikes, etc., between you and your students. Share what you would be doing or were doing in your time before you arrived in their place. By keeping the conversation personal, you avoid “dead air” and the chance for them to try and teach you everything modern in 45 minutes or less.

There may be no good way to explain how you got from your time to theirs (sleeping, conked on the head, canoe through a dark fog).  Have the courage to pick one, sell it well, and move on.

Experience
Sorry to say so, but you’re stuck with your past and your personality. If you’re wise, though, you know your experiences are the bulk of your interpretive “toolbox.”  Who you are fuels your historic persona.

Portraying a voyageur is serene for me in two ways: 1) I am a professional actor and storyteller, so my confidence as a character/persona is strong, and (2) I memorize lots of information very quickly.

However, if someone asks “Andre” if he ever got burnt in a campfire, Mike cannot draw on that specifically but he remembers he seared the heel of his hand in an oven once. “Andre” can relate that sensation, along with the French profanities, if you like.

Every time I meet a new class, I learn where to pitch my tone and content. Experience should not generate preconceptions. This week’s fourth-grade class may be an unruly “blank slate” on the fur trade, while next week’s fourth graders may know the Chicago Portage site like their backyard. Accept their experience level and change your approach to forge or strengthen their connections to the trade in all its glory.

The catch to first-person historical interpretation is the audience presumption that you’ve experienced your 18th-century New France world from North Pole to South Pole.

It’s accepted that research with primary and secondary sources will give you sufficient information to talk about the period and the region, and to add relevant context for your persona. It’s hoped that interpreter and reenactor peers will help you shop, add to your skill set, and provide moral support. It’s true that personal experiences will give flavor to all of the above.

However, that impressive mental arsenal can be disarmed by one visitor’s innocent question—if you don’t know the answer. Accept your present limitation: An 18th-century voyageur has finite knowledge of his world. No Internet, telephones, or jet planes are there to speed or spread communication. Wisdom is saying, “I don’t know” when you should.

Serenity?
If we want to honor the past, the decisions you make in the future about audience, environment, and experience can gain you relationships, respect, and ultimately the credibility you seek.

Hopefully, I’ve shared something to add to your wisdom. I welcome hearing from peers to gain more wits myself.

Bonne chance and serenity now!

Mike Speller is an interpretive specialist for the Forest Preserve District of Will County at Isle a la Cache Museum in Romeoville, Illinois.

Real Value in Costumed Interpretation

by Leita Spears

Leita Spears (c.1880) and Collin Smith (c.1944), Fall Festival, Van Buren’s Historic District.

Leita Spears (c.1880) and Collin Smith (c.1944), Fall Festival, Van Buren’s Historic District.

My first encounter with costumed interpretation occurred at Disneyland in southern California. No, it was not Mickey Mouse, Minnie Mouse, or Donald Duck, though my sons did enjoy meeting them. For me, the inspirational moment came from hearing President Abraham Lincoln speak. “Great Moments with Mr. Lincoln” is an oratory given by a mechanical Lincoln. In a darkened theater, I was transported to the 1860s as the seated Lincoln began speaking. He then rose to stand, telling the meaning of liberty. The theater was packed with those who came to see and hear an experience that had been the hit of the 1964 World’s Fair.

For a few minutes, I was able to do more than read the words of Abraham Lincoln from a book. The unlikely man who became president was speaking to me, and I could feel the passion and conviction that drew people to him. The exhibition conveyed insight into a time and person in the past. It provided meaning without a live person being involved. Decades later, when the opportunity to become involved in living history presented itself, I understood the potential of this medium to provide an opportunity for the members of the audience to make a meaningful connection.

Costumed interpretation can range from playing dress-up as a tour guide to excellent first-person presentations. Many historic sites discuss the pros and cons of adding people in period clothing. Visitors as a whole enjoy the experience but want to retain the ability to choose the amount of contact and type of interaction with participants. If interpretation impedes the visitor’s experience, then it has failed. Some ways to help the visitor gain the most from period reenactments are to have good research and well-prepared interpreters, have a way to communicate outside of character, and remember that even the best costumed interpretation is pretend. No one will value a poor or inaccurate program, which means quality research must be a priority—and never underestimate the value of practice. People are often frustrated when there is no communication with the character or it is limited to the period conversation. People are more comfortable when there is someone available to answer their questions, whether it is an interpretive guide mediating between the reenactor and the audience or the interpreter stepping out of character for questions at the end of a presentation. After all, interpretation’s aim is to provoke opportunities, and unanswered questions will frustrate the audience. Finally, no matter how good or accurate a portrayal of another person and time is, it is never the real thing. The goal is not to fool people but give them a glimpse into the past and create an opportunity for the audience to take more from the event than they came with.

In 2006, Fairview Cemetery, a historic cemetery listed in the National Register of Historic Places, needed to find a way to help the community value its existence and see the need to fund preservation and restoration. A plan for a living history production using costumed, first-person interpretation by students grew from collaboration with the cemetery committee and the historical interpretation program at University of Arkansas at Fort Smith. Students under the direction of Professor Tom Wing began to research and develop dialogue for each person chosen by the cemetery committee to be portrayed. Appropriate period clothing and accessories were acquired. Hairstyles were researched and tour guides trained from among the researchers. Weeks of development turned into the moment of truth. Would the public pay to peek into the lives of former citizens at their graves? The response was overwhelming, with more than 300 visitors in two hours at the small cemetery. Van Buren’s “Tales of the Crypt” program at Fairview cemetery is beginning its fourth year with hundreds of repeat visitors valuing the opportunity stewardship affords them while reconnecting to the resource each year. Many damaged monuments have been restored and missing grave markers erected.

“Tales of the Crypt,” Fairview Cemetery, Van Buren, Arkansas.

“Tales of the Crypt,” Fairview Cemetery, Van Buren, Arkansas.

When I joined the staff of the Clayton House Museum in Fort Smith, Arkansas, I became acquainted with the Chautauqua program. It is a revival of early public lectures by notable persons for the edification of the general public. Director Martha Siler made it historic by re-creating characters from the past. A United States Marshal, the wife of a prominent pioneer businessman, the first woman to run for president of the United States, a Union chaplain, and Belle Starr were among those presented for audiences. During the first year of the Chautauqua program, visitorship to the museum increased by 64 percent and continued to increase the second year. Living history began to be added to other events, resulting in greater interaction between visitors and interpreters. The costumed interpreters gained confidence due to the research and the reception by the public. Visitor time in the museum increased significantly during events with period activities with first- and third-person interactions.

The opportunity came to share the success of these programs with others in NAI Region 6. A favorable response and discussion with Dr. David Knotts of Lindenwood University in Missouri led to quarterly Chautauqua presentations at the Boone Home and Boonesfield Village. This was an expansion of candlelight tours presented at Christmas time by costumed volunteers and staff. In the program, visitors are taken into historic buildings to watch scenes of times long past. More than a dozen buildings are decorated in 19th-century fashion and are illuminated with thousands of candles, lanterns, bonfires, and starlight. Period music completes the experience. Additionally, throughout the year, school groups and Scout troops have the opportunity to dress in period clothing and participate in pioneer activities. These programs and the number of participants are increasing at the Boone Home.

On-site presentations have an advantage of controlling the amount of modern intrusions into the program. Does this mean the value of costumed interpretation is seriously diminished in a modern setting? Not necessarily, as the programs presented by the living history group HIstorytellers (the capital “HI” stands for Historical Interpretation) have shown. Interpreters have used historic clothing and props in public school settings with excellent results. Children from kindergarten through sixth grade participated in interactive demonstrations on clothing, school, and household items of the Victorian era with much enthusiasm. Teachers and administrators request repeat performances because of the positive feedback. Interpretive programs involving music and sing-alongs from the period being covered are overwhelmingly popular. The setting is completely modern, but the presentation gives a glimpse of the past. Children are engaged by question and answer games, hands on opportunities, and being included in demonstrations. When the interpreters of HIstorytellers leave, we know from the expressions of the children and their reluctance for our time to end that this extension of education is engaging and successful. Often, the teachers will comment on some piece of information learned themselves.

See it, hear it, say it, touch it, and smell it to increase the value of any learning experience. The more of these included in programs without being intrusive or overbearing, the better the opportunities for audiences to connect. If something is missing, such as the smell of unwashed bodies in the hot 19th-century kitchen, acknowledge it. Then, ask visitors to imagine the heat and lack of deodorant. It will be easy to see by the wrinkled noses that the connection was made. By engaging the audience and gauging their reactions, we can use costumed interpretation judiciously in a variety of settings to enhance visitor connections and stewardship. If a mechanical Mr. Lincoln can do it, then trained interpreters will bring it to life. The measure of success is best summed up in the words of one audience member at a “Tales of the Crypt” presentation. After watching the life portrayal of a deceased citizen, she went to the costumed interpreter after the presentation and said, “I knew you when you were alive.” What a connection!

Leita Spears is a graduate of the University of Arkansas at Fort Smith and a graduate student at Lindenwood University. In addition to being a certified interpretive guide in NAI Region 6, she is a co-founder of HIstorytellers, and a member of the editorial board for the Journal of the Fort Smith Historical Society.

No Stone Left Unturned: The Role of the Interpretive Parent

by Gladys J. Richter

Often, I leave the electronic world to reminisce about my childhood—a childhood filled with days chasing butterflies through a nearby field, hours spent catching creek crawdads, and time just playing outside with no particular goal in mind. I remember my father, a single parent raising his only child, asking me what I was doing as I looked under rocks along the river. My answer was simple and that of a youngster: “I plan to leave no stone unturned.” Quietly, my dad began to look under rocks with me as if to help me reach my goal, and as we turned over stones and gently replaced them, he taught me about the animals living beneath.

The author’s son leaves no stone unturned.

The author’s son leaves no stone unturned.

Working as an interpreter, perhaps the one thing I hope for my visitors the most is that each generation will pass on the importance of our natural and cultural heritage to the next generation, and that the next generation will be ready and willing to receive this important message. I hope that each child of today can say to their grandchildren tomorrow, “I belonged to a generation in which no stone was left unturned; we explored it all and stood in awe of it all.”

Richard Louv’s work, Last Child in the Woods, published in 2005, actually caused me to shudder to think that there were children that desired not to explore creeks, woodlands, and grassy knolls, but instead stay indoors with all the electrical outlets. I felt as though my hope had been dashed and that the next generation may not be ready or willing to receive messages about our outdoor heritage. It seemed so strange to me, for I strongly believe that the outside world is not only fascinating, but necessary to one’s overall well-being—physically and otherwise. Staying indoors has always been a source of cabin fever for me. Cabin fever is called fever for a reason, and having fever almost always signals illness.

Is it any wonder that children today have vitamin D deficiencies (an easily obtainable nutrient from the sun in just a few minutes per week) or that more seem to be turning up with cases of severe allergies, obesity, diabetes, and attention disorders? Would the next generation be able to realize that what may help them cope with the stress of the electronic age was absolutely free and waiting just outside their very door?

What would happen if, like so many of our cultural traditions (oral and hands-on), physicians and teachers simply ceased to pass on real medical and educational knowledge to new ranks of professionals? Would the human race survive without this accumulated wisdom?

I pondered this question, but had no answers until I became a parent. Surely, parents wouldn’t let their children fall through the cracks of industrialized sidewalks without noticing the succession of crabgrass growing there. Or would they?

Media articles regarding topics such as teaching your child to garden the natural way, new stress-busting facts about children and the great outdoors, and what getting outside can do for your attention-deficit hyperactivity disorder (ADHD) child had caught my attention. So my big question of, “What would happen to the human race?” was replaced with the following: Where are the parents? Even more so, where are the interpretive parents?

Children cannot learn about our natural heritage in a vacuum or by simply staying inside where the electrical outlets are located. Nature shows on TV are not your everyday walk in the park.

Nature author Rachel Carson wrote, “If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in.” However, just how involved do today’s parents want to become after hours at work in front of a computer screen, text-messaged about deadlines, or frustrated because the home microwave went on the blink just when another mad rush meal was needed?

One would think that after such a harried day it would be worth the effort to stop and smell the roses or at least take notice of the lone dandelion poking its yellow head above that asphalt crack. Going outside just to relax seems like something that would be desired if not acted upon. As my father used to say, “Go outside and breath some new air.”

Louv emphasizes the important role of parents in forging an understanding of nature. He also points out that outdoor exposure does not have to be elaborate, and I totally agree. Just going outside is the answer. Turning off one 30-minute TV show and taking a leisurely walk once a day or at least once a week with your children is a tremendous step.

Yes, it is true that thousands of families live in the middle of bustling cities, but at some point there is downtime. Why not use that time to get back to our natural and cultural heritage?

Depending on whom you ask, one may say that a person who spent his or her early years skipping creek stones or building forts led either a glorious or boring childhood. However, children who have never done these things know not if it is a glorious or a boring childhood. They know only of their four walls and the gadgets plugged into outlets.

Parents today have many options. They can take their children to the park, creek, or zoo if it is nearby. They can go to an orchard or berry farm and enjoy the fruit they may pick there as an added nutritional bonus. Even many rooftops in cities are “green” with living plants these days. The key is to appreciate what nature you do have, and teach your children to appreciate it. Every child, from a 14-month old to a 14-year old, can have a good time outside doing something.

In my opinion, Last Child in the Woods beautifully articulates that parents do not need specialized training to give their kids a dose of nature interpretation; but parents do need to maintain a sense of wonder and a desire to turn over a stone or two with their children.

For More Information
Carson, Rachel. The Sense of Wonder. (New York: Harper & Row Publishers, 1965).
Louv, Richard. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. (North Carolina: Algonquin Books of Chapel Hill, 2005).

Gladys J. Richter is an interpretive freelance writer.

Leave No Parent Behind

wykes-parentGerald P. Wykes

When I was growing up, the comedian Red Skelton had a variety show on television. I don’t remember what night or what time it came on. I don’t even recall watching it all that often, but my memory of Red remained for several reasons. First of all, my dad liked him. Skelton’s antics made him laugh quite a bit—not with belly laughs, mind you, but with a kind of wheezing snicker usually reserved for small humor. Personally I didn’t quite get it; although I noted to myself many times that this TV guy must be really funny to elicit such a reaction from an otherwise stoic guy.

Dad often used the term “past master” when referring to him. In my mind, this meant that the fellow was past his prime and no longer a master of anything—which might explain why I didn’t think he was all that funny. His seagull routine stuck with me, though. (“Tell me Gertie, what’s a polygon?” asked Heathcliff in one example. “A polygon is a dead parrot,” answered Gertrude.)

It took many years, but I finally “got” Red Skelton long after his time was over. I eventually learned that “past master” meant the best of the best. I was able to appreciate him for the comedian he was and remove his humor from the time period that spawned them. I also have incorporated some of his humor techniques into my present-day interpretive efforts. I did this solely because my dad unknowingly pointed the way.

I will admit my example is obtuse (although a gull routine could be considered natural history related), but my point here is simple. Our childhood ideas are largely formed by the adults, parental and otherwise, in our lives. It has always been the role of adults to guide us into our likes and dislikes long before we are able to form these opinions ourselves. Some argue that we begin our lives as tabulae rasa—or empty slates (blank computer screens, in contemporary terms) and that everything is learned. This would include the basics of language, attitude, etc. Others claim that some behavioral things are innate or even instinctive, but either way our adults are responsible for writing large passages on our internal slate boards. Many of these phrases, if you want to call them that, are placed there long before we have the ability to read them.

So, we may not know everything we need to by the time we are in kindergarten, but a good portion of our nature and history attitudes are starting to gel by then—about the time we are able to “read” those parental writings. The child’s thought eventually becomes an adult’s thought and on ad infinitum. We as interpreters strive to write a few lines about natural and historical appreciation on these childhood slates in the hope that they will become responsible adult thoughts some day. In this effort, however, we shouldn’t lose sight of the fact that our educational efforts need to embrace both kids and “their adults.” We need to double team the next generation by keeping the present one in the loop.

“Leave No Child Inside” and “Nature-Deficit Disorder” are two catch phrases that dominate the current interpretive scene. These concepts are valid even if their mantra-like repetition is getting a bit long in the tooth—to use a phrase from Red Skelton’s era. The idea that it’s “all about the kids” is often taken to mean that their parents are somehow beyond redemption. Yes, the kids are crucial, but they are part of and not the world. This is basically an adult world and we need to keep that in mind. Many of the parents who accompany our visiting children are still wet behind the ears themselves. In other words, their slates aren’t exactly filled either. With this in mind, please allow me to throw out yet another entry into the catch phrase market and see if it sticks on the wall—let’s say, “Leave no parent behind.”

Well, what do you think? I am directing this idea to the bulk of interpreters who work primarily with visiting groups such as families, classrooms with chaperones, and the like. We are not classroom teachers and this means we have a broader audience and a broader challenge. I am referring to the guiding adults as “parents” for the sake of not having to repeat “parent, guardian, or mentor” over and over.

Another perhaps obvious but certainly crucial fact that bolsters my claim is that kids don’t drive. While I’m thankful this is the case, this impacts our mission to a great degree. If a parent has no appreciation of natural or cultural things, they won’t have the language or desire to inscribe appropriate messages on their children’s minds. This also means that they may not have the desire to drive their kids to your center unless their parental instincts override their personal ones. We therefore need to appeal to their personal “inner child,” which says “how about me?”

As a parent with grown children, I can testify that this little voice is always there. This is why I’ve always brought my kids to museums, nature centers, and re-enactments, as opposed to Monster Truck events and WWE Smackdowns. We raise our kids selfishly, but no one should apologize for that. Perhaps if Hulk Hogan had engaged me at some point in an interpretive program, I would have been turned on to big-time wrestling and dragged my family along to these events. In fact, I probably would have felt uncomfortable not doing what the Hulk asked me to do for fear of bodily harm!

I am not advocating the wearing of tights or jumping off rope barriers, but instead suggesting that it’s alright to go over the little heads in front of you on occasion to reach for the taller ones in the back in order to fully deliver your message. For those of you who watch or have watched Sesame Street all these years, you can see what I am talking about. The Muppet routines always throw in references and humor that is directed at adults. They do this to keep the adults engaged. The parents can watch the show without getting lost in the low-calorie fare and will probably turn on the show even before the young ’uns ask. Sesame Street is employing an effective marketing strategy that our profession can learn from.

Kids, of course, can also influence their adults in some pretty significant ways—especially when it comes to nature education. The parent/child educational relationship can work both ways. This can be a case where the child is literally “leaving no parent behind” by dragging that parent into the mix. How many times have you seen a hesitant parent reluctantly touch a snake or a frog after realizing that all the tiny hands in the room have already done so?

How can you put this new bumper sticker phrase to work? First of all, analyze your program age structure and see how significant your adult component is. There may be six or seven chaperones in a class or a nearly one-to-one ratio with a preschool or family group. Then, try out a few “over the head” comments during one of your “kid” programs and see what happens. For instance, when showing an opossum mount, it is a habit of mine to say something like, “They say the chicken crossed the road in order to prove to the possum that it could be done.” Then, after a pause, I continue, “This is one of those unsuccessful possums.” Nary a word of those two sentences is intended for the short ones in the front. Through an eye glance and a gesture, the comment will be directed to the big people as a way to say, “You are part of this program too.”

Hey, at the very least, you might find out that those disinterested folks sitting in the back will actually turn off their cell phones, or stop chatting to each other, and actually pay attention along with the rest of your audience. The price you pay is that they might start asking questions during the program and you’ll have to remind them to wait until the end! The immediate reward is that the parents will come up to you after and say, often in a giggling or twittering tone, “You know, I learned something today—I didn’t expect that.” Bingo!

Gerald Wykes is the curator/supervising interpreter at the Lake Erie Marshlands Museum and Nature Center in Brownstown, Michigan. He can be contacted at 734-242-8149 or wykes@juno.com.

This article is dedicated to the memory of Glenn Dent, one of those past master interpreters who helped form this adult interpreter when still wet behind the ears.

Children Can Be Interpreters, Too

by Larry Servin

Thesaurus words for wonder: admiration, amazement, awe, astonishment, surprise.

Thesaurus words for spontaneous: unplanned, unstructured, spur-of-the-moment.

The author’s wife helps a child and his father make pinecone bird feeders.

The author’s wife helps a child and his father make pinecone bird feeders.

In a review of Richard Louv’s book Last Child in the Woods published in The Wall Street Journal, Mark Yost says that Mr. Louv wrote that “kids are aware of the global threats to the environment—but their physical contact, their intimacy with nature, is fading.” Mr. Yost’s review further states that our ultimate goal is to help children find “their spontaneous connection to the natural world—and thus the very reason that anyone comes to care for nature in the first place.”

The underlying assumption seems to be that spontaneous contacts in the wild (i.e., woods) are the only way to connect children with nature. Through making spontaneous physical connections with the natural world, children will automatically understand why they should care about nature.

As I considered the implication of these statements, my mind recalled the following vignettes.

Scene One
“Leave my mommy alone!” the young girl screamed. The hungry deer didn’t understand this command. After all, visitors to Deer Park bought the alfalfa crackers to feed the deer and the deer understood this relationship. The problem here was one measly cracker just wasn’t enough for this one deer. Stalking the woman who had offered the tasty morsel, this animal sought more. The child panicked as the creature pursued its presumed benefactor—the girl’s mother.

Scene Two
“They won’t come to me!” the girl cried in dismay. Baby chicks veered left and right around her hand in their pen.

“They’re scared,” I advised in a low voice. “All they see is a giant object (your hand) chasing them and they’re following their natural instinct to flee a predator. Put your hand out in front of you palm down. Now lower your hand to the cage bottom and keep it still.” The girl did this and the chicks approached. One chick hopped on the back of her hand. “Now slowly raise your hand and bring it toward you,” I said in a low voice. The girl’s eyes and smile broadened as she brought the chick closer to her. She turned and stretched out her hand so her mother could see the chick.

So What Is Interpretation, Anyway?
Interpretation is formally defined by the National Association for Interpretation as “a mission-based communication process that forges emotional and intellectual connections between the interests of the audience and the meanings inherent in the resource.” This definition is useful for professional interpreters in formal programs. The vignettes, however, seem to better fit one of Heidi Bailey’s insights regarding interpretation: “Visitors and guests are interpreters, too…. Our role is thus to help our guests unlock their own interpretive potential.” (See “Is Interpretation the Right Word for What We Do,” The Interpreter, November/December 2008.) This insight seems to connect with Mr. Yost’s review statements as well. Children become informal interpreters as they tell others about what happened during their spontaneous connections with nature.

Making the Connections
Sticking children in the middle of nature, however, will not automatically cause them to correctly interpret spontaneous connections. If they do not have the contextual understanding that interpreters can provide, children could inaccurately interpret what happened when telling other people about their experience. I submit that children’s connections with nature need to be both spontaneous and guided.

The two young ladies in the previous scenes interpreted their spontaneous connections based on existing feelings and knowledge. The girl in the first scene interpreted the animal’s behavior as threatening and her anxiety level increased in proportion. Unfortunately, park personnel weren’t there to put the animal’s actions into context. My wife Donna (also an interpreter) and I weren’t in position to provide her with an explanation, reassurance, and encouragement (spontaneous but not guided). I sometimes wonder how this girl viewed and discussed animals and nature as she grew up. How did she interpret her experience to others?

The girl in the second scene also expressed frustration due to not understanding animal behavior. This time, however, I was able to explain the chick’s behavior. I was also able to give the girl reassurance and encouragement to try again (spontaneous but guided). She made a second attempt and found the wonder that can occur from developing her own connection to the natural world. How did she interpret her experience to others?

As nature center volunteers, Donna and I envision ourselves as learning facilitators. We help children connect with nature by guiding them in making the connections. While they made pinecone bird feeders with their parents, we told the children which birds prefer the suet and the different kinds of seeds being used (guided). Donna told them about the results we got from hanging a similar feeder on our balcony. We encouraged the children to watch their feeders and discover if they would get the same results (spontaneous). How did these children interpret their experience to others?

At our site, we have parents help their children make animal masks and paper bag animals. The parents sometimes look bemused or befuddled by what their children conceive—pink raccoons and animals that look remarkably like dinosaurs (spontaneous). Yet, as they work together constructing the animals, children discover how their parents regard nature (guided). This bonding experience could be a catalyst in bringing the whole family to participate in our nature camps and formal interpretive programs. At times, even grandparents get involved in the process as well. How do these children interpret their experience to others?

These children and the girl in the second scene will share what they learned and felt with friends and family. They will discover and express reasons why anyone comes to care for nature. Their informal interpretation has the potential to create a new audience for our formal interpretive programs. I believe, if we can guide that sense of spontaneous wonder, interpreters can help young people enjoy time with nature—in or out of the woods.

Lawrence K. Servin is an NAI Certified Interpretive Guide in Streamwood, Illinois.

Lessons of an Old Man

by Ron Russo

ron-russoHis hands were gnarled and bent, twisted by time, hard work, and arthritis. But the old man proceeded with the slow precision of a surgeon out of habit, memory, and deep unspoken emotions. His name was Giuseppe Lanza, an aging master craftsman. He was a small man, slightly hunched over, walking with a cane and growing frailer with each passing day. Some would have considered him minimally educated, but he was packed with the wisdom of ages. He seemed to know so much about so many things. I was in awe of the old man I saw; he had for sure earned a degree in living. For hours at a time at ages 13 and 14, I simply sat there and watched him carve, sand, and string as he deftly recreated models of ships he had worked on as a young shipwright back in Naples, Italy. I would carefully examine each of the ships he had already built that now sat on shelves on the walls until I found some part or some design feature whose purpose or function I didn’t understand. In looking back, I must have pestered him with a thousand questions, but he always stopped what he was doing to explain it in his accented English. When I asked a question twice, he would simply try a different way to answer it until I understood what he was doing. He never scolded me for misunderstanding.

Having retired many years earlier, he said that he had always wanted to come to America and so he and his wife did and ultimately made their way to the West Coast. Now, in the twilight of his life he relived the thousands of hours he had spent fixing, replacing, creating anew all of the pieces and parts that made those 19th- and early 20th-century ships work and sail the vast Mediterranean—all of this in his small backyard workshop in San Leandro, California. He used a few simple tools—a file, a whittling knife, a small drill, a block plane. He used old orange and apple crates for most of his wood with an occasional clear-heart fence post for a hull—all carved by hand. Amazing!

When I knew he was in his workshop, I would climb the fence and knock on his door and he would follow with a warm, “Come in, Ronnie.” He always seemed glad to see me. I suppose he appreciated having someone who was interested in how he had spent his life. At the time, he simply went about his business with me asking questions, watching his every movement, staring in amazement at what those crooked hands could create at age 89. I was his student, he my professor without a word ever to acknowledge the instructive neighborly relationship we shared living next to each other. He was never overbearing or arrogant about what he knew. He was a kind and gentle soul, quiet, humble, and patient.

Sometimes he would work and I would watch for the longest times without saying a word. Ours was not a forceful instruction based on any lesson plans or educational stratagems. Instead, it was a rather low-key, casual “learn by doing and observation,” backfilled with bits of information he alone possessed. I think my interest developed simply because he was interested, skilled, and patient and had such wonderful stories of ships and the sea he knew so well. He had so much to offer that I could not have learned from anyone in my family. I was thoroughly intrigued.

Just before he passed on, he gave me two square-rigged schooners, a couple of ships in bottles, and a large model of a small luxury liner he had made. Then, he was gone, lost to the world from which he had come, taking with him the skill, knowledge, and stories that only a handful of men possessed. I recall going into my bedroom, closing the door, and crying for what seemed like hours. Almost immediately, I began to realize the void in my life, but not yet realizing I would carry it for the rest of my days. There is something about spending time with a master teacher that never leaves you. I stared at those ships for years following his death, admiring his work and recalling his stories, with no idea then of what he had done for me.

Much later, in my early 30s, I found myself naturally drawn to harbors, boats, ships, and chandleries, woodworking, and, more importantly, the sea. One day, I began carving an old Italian-style salmon troller I had seen in Monterey harbor and I drifted back to Giuseppe. Unknowingly, he had planted a few grains of magic sand in me that would become pearls years later—and in a fashion come to honor his memory, his craft. Now, after having spent much of my life fishing and sailing and guiding natural history trips along the bays and outer shoreline of California and serving as a shipboard naturalist in southeast Alaska, I spend a few hours carving from scratch the ships of my own heart and experience. As time and work would have it, my hands are beginning to look like Giuseppe’s bent, cracked, and a bit knobby. It feels like he is still alive somewhere near me.

Now, I didn’t become a ship engineer or designer and I certainly didn’t grow up to own a shipping enterprise. But I did grow up with an immutable fondness for the sea and everything related. The greatest gift Giuseppe had given me were those grains of interest, enthusiasm, and encouragement, so small in the beginning, so beyond my grasp I could never have imagined that they would grow into the pearls that have kept me excited and given me great pleasure all these years. From scuba diving and underwater photography, from fishing and sailing to teaching countless students and docents about intertidal ecology, and finally writing articles and books on various ocean-related topics, I have spent much of my life experiencing and sharing the sea. I wonder how different my life would have been without those treasured times with Giuseppe.

So, it occurs to me that some of the greatest life-changing moments and lessons are softly planted by those of us who take a moment to listen to a youngster, to allow them to share their thoughts and interests, and to share something that comes from their passion and ours. We may be accidental mentors or consciously reach out. The student may come to us or we to them. It matters not, for it is the quality of the time together. It seems to me that the simplest question from or to a child—“What are you doing?”—is a spark of interest that opens the door to one of those grand moments or to a series of them that develop much later. I wonder how many of you have had a Giuseppe in your lives. How many of you are like Giuseppe in your own manner? And painfully, how many children out there desperately need a Giuseppe to help them avoid the dungeons of a life without inspiration, motivation, or encouragement?

Whether a parent, neighbor, or naturalist, it seems so critical that we are constantly alert, ready and willing to act on that tiny spark of interest. Children today, more than ever, need mentors. There seem to be so many bright youngsters that need to be taken under the wing of a master craftsman or just a caring adult. Whether it is with our own children, grandchildren, or the children we will only see once on the trail, we can plant the same kind of magic grains of sand that turn into pearls if we relax, take the time, listen, and encourage their interests, or softly share our passion. The demands of being an adult, no matter how crazy or pressing they may seem at the moment, are really not more important than the too often fleeting seconds when the window is open in a child. Inspiring children need not be rocket science.

Ron Russo is a retired chief naturalist with the East Bay Regional Park District (California). He is a founding member of NAI and was honored with the prestigious NAI Fellow award in 1989.

Opposite Sides of the Pond: A Student’s Perspective

by Anna Reznik

This newer interpretive exhibit at the Checkpoint Charlie Museum in Berlin differs from older exhibits that are more likely to simply display artifacts.

This newer interpretive exhibit at the Checkpoint Charlie Museum in Berlin differs from older exhibits that are more likely to simply display artifacts.

During the fall of 2008, I had a unique experience as an intern and a visitor to many European historic sites. My perspective as a student of public history gave me the opportunity to look at techniques employed in museum exhibits, historical preservation, and archives. I couldn’t help but compare how museums in European countries displayed and interpreted their history compared to those in the United States and other European countries. Below are my observations regarding the differences between how interpreters on two continents approach public history.

In Europe, I noticed a difference in attitudes toward preserving history and interpretation when visiting controversial buildings or buildings that had been neglected. It seemed to me that sites related to events that a culture does not want to highlight will be forgotten and later neglected beyond repair. Buildings might also be neglected because there is not enough time or resources to fix every structure in need of repair. I see this in the U.S. as well, but instead of an acknowledgment of a history full of uncomfortable themes, I feel that European preservation leans more toward “forgetting” this history and moving to a more comfortable history. I sensed that remembering unpleasant history was not a priority, so certain buildings were more likely neglected.

How Europeans remember and learn history at public history sites differs from Americans. I noticed that signage describing historical background or why a location was preserved was minimal. This could be because Europeans are more likely to reuse buildings as opposed to leveling structures to build new ones. Also, a European structure might be important on multiple levels and therefore harder to interpret. It is common to see contemporary buildings next to ruins in Italy or Greece. These locations may not be the best for interpretation and signage. Sites with good locations seem to try to make up for another site’s interpretive obstacles. In some cases, sites were moved or rebuilt. In my experience, this is frowned upon in the U.S., but more acceptable in Europe.

Another reason for a site being underinterpreted is that while history sites are popular in Europe, there are many sites that address the same topic. Though there are other reasons for traveling to and within Europe, it is easy for a massive number of ruins, historic buildings, and museums to dominate any trip. In North America, other forms of tourist sites pull attention away from public history sites.

For these reasons, American public history sites have to compete with other forms of entertainment head on, as opposed to passively. This competition is obvious when comparing sites considered important to a country’s history. In my experience, American sites proactively teach visitors about history, while Europeans are more likely to show an artifact and let the visitor interpret it him- or herself.

During my travels, I noticed that European sites hosted a diversity of tourists, which presents an interpretive challenge. What is important to Germans might be a sour point for the French and vice versa. Interpretation exists in Europe more in the form of brochures and tours than signage, possibly because linguistic and cultural barriers can be tackled more easily with brochures and guided tours than signage. Topical brochures for sites cover and explain events in different ways. Material describing Malta’s military history, for instance, is longer in English than it is in Italian or French. The assumption I make is that those who read French or Italian are more familiar with their shared history. The materials merely remind French- or Italian-speaking visitors of this history before providing new information, while speakers of other languages may need more background information.

Targeted brochures present important information and allow visitors to read them at their leisure. Visitors can skip information they do not wish to learn about or already know to find information that interests them. However, one downside I see to this approach is that visitors read less information than they would listen to in a guided tour (especially if they are not aware that the brochures exist, which I have seen happen).

I noticed, too, that older museums interpret less, and this can be frustrating for those not familiar with a certain culture, history, or language of a nation or region. The National Museum of the Czech Republic’s original purpose was to legitimize that nation’s history through science and artifacts. The purpose was not to interpret the artifacts, but to give evidence that Bohemian and Moravian history was separate and unique from nearby German and Austrian history. Many of the site’s exhibits seemed outdated to me.

Think of the yellow wooden and glass cases that once dominated exhibits (and think, too, about why most interpretive sites have moved away from this approach). At some older museums in Europe, efforts have been made to change focus by adding interpretive and supplementary material. Temporary exhibits like those I am accustomed to seeing in the U.S. provide more flexibility and can be used to bring visitors into museums. These exhibits are often in multiple languages to reach a larger audience.

In cities like Berlin and Paris, tip-based tours are common. College students dominate these tours in both audience and guides. In these situations, one can see a new focus on expanding audiences by catering to specific, targeted groups.

In scholarly journals and books that interpret and explore a single topic, multiple perspectives exist. This trend can also be seen in public history. In Europe, newer interpretive sites and independently owned museums focus on niche audiences and try to explain why their site and new exhibits do something other sites do not. Older museums on both continents are geared more toward telling a united history or a shared history. Additions and changes allow later generations to interpret what unites the audience and how the audience sees its past, present, and future.

It is possible, and highly likely, that the audience-focused approach is a byproduct of Canadian, American, and Australian tourism in Europe. Sites dealing with recent and more sensitive topics tend to target a foreign audience. Some Europeans commented to me that they had no need to relive certain eras or that they already knew about certain subjects, and the experience would not provide new information.

This sign at the Lidice Memorial in the Czech Republic includes text in Czech and Russian.

This sign at the Lidice Memorial in the Czech Republic includes text in Czech and Russian.

The Communist era provides an example. My experience is that museums in the U.S. and other non-Communist areas display and interpret items and events from this period in the larger context of history. In countries with Communism in their past, museums portray that era more as an outlier, an era separate from the past and the present. At some sites, Communist-era topics are not fully tackled because many historians feel the events are too recent to interpret.

One byproduct of focusing on the Communist era is contested interpretations or a sense of unshared history. In east Berlin, near the former location of the Berlin Wall, one particular building was used as a recreational center and a housing complex. East Berliners associated this building with their history and considered it part of their identities. West Berliners saw it as an eyesore and wanted to tear it down. They compromised and kept the building with plans for beautification. Though the building was destroyed in November (not for political reasons, but because it was found to contain asbestos) and nothing has been planned to replace it, it does show compromises are at least attempted.

Europeans and Americans involved in interpreting public history can learn from each other. American preservationists can watch Europeans for clues on how to interpret historic buildings next to newer buildings, while the methods I associate with American public history sites, such as offering interactive interpretive experiences, are effective enough to be implemented on another continent.

The manner in which European and American sites deal with the interpretation of public history reflects cultural differences that visitors will clearly notice. Though as the world becomes smaller through travel and technology, it is interesting to watch as sites in both cultures learn from one another and adopt techniques employed overseas.

Anna Reznik is a history graduate student at Colorado State University.  Her emphasis is museum studies.

History in the Making

Note: This article was published in the September/October 2004 issue of Legacy, and is posted here shortly after the passing of Enda Mills Kiley.

by Paul Caputo

Enda Mills Kiley, pictured here in 2004, holds a photo of her father.

Enda Mills Kiley, pictured here in 2004, holds a photo of her father.

Longs Peak is not the tallest mountain in Colorado. That honor goes to Mount Elbert, which, at 14,433 feet, stands 178 feet taller than Longs. In fact, there are 14 mountains taller than Longs Peak in Colorado. But as you approach the Rockies from the east, Longs Peak seems to stand alone. While many of Colorado’s other tallest mountains are clustered together, reducing the effect of their height, Longs Peak towers over every other mountain for nearly 40 miles in any direction.

Not long ago, I was charged with the enjoyable task of videotaping an interview with Enda Mills Kiley, the 86-year-old daughter of renowned interpreter, author, naturalist, photographer, and architect (to name a few possible titles) Enos Mills. Enda lives in a retirement community that practically sits in the shadow of Longs Peak in Estes Park, Colorado, neighbor to the national park her father campaigned so vigorously to establish, Rocky Mountain National Park. She speaks with enthusiasm and clarity about the work Mills did, the principles he espoused, and the landscape he held dear during an impressive career in a field that would come to be known as interpretation.

Most of what Enda knows about her father comes from what she has read. He died when she was only three. She has studied her father’s writings and has contributed her own passion to the field of interpretation. Her fervor for and knowledge of the landscape Enos helped preserve is worthy of the daughter of a man who presided over the opening ceremonies of Rocky Mountain National Park. She told me over lunch that the best thing I could do for the intellectual and emotional well-being of my six-month-old son is to get him outdoors and in tune with nature. (“Better than any toy you could buy for him,” she said.)

I had been asked simply to videotape an interview Tom Danton, a friend of the Mills family and retired chief of interpretation at Saguaro National Monument, was conducting with Enda for a video on NAI’s 50th anniversary directed by NAI member David Kronk. As soon as the interview started, I was drawn in. Since I started working at NAI almost three years ago, I have heard the name and seen the work of Enos Mills, and it was a thrill to hear the man’s daughter speak with such obvious enthusiasm about why we should all appreciate nature and operate according to our deepest principles the way he did.

I visited Mills’ cabin that day. I briefly met his granddaughter Elizabeth and his great granddaughter Eryn, who operate tours of the tiny cabin he built at the base of Longs Peak. Among other artifacts on display at the cabin are newspaper articles about Mills and his interaction with the U.S. government, including meetings with presidents Taft and Roosevelt. The exhibit drives home the importance of Mills as a historical figure, but it is the existence of this pocket of wilderness itself that drives home the importance of understanding that history in the first place.

Experiencing some of the history of Longs Peak and its surroundings changed my perspective on it forever. What I once thought of simply as the 15th tallest mountain in Colorado and the centerpiece of Rocky Mountain National Park has become, in my mind, the backdrop for an important and interesting story. It is not only a place where a young nature enthusiast fought to protect a landscape he found beautiful, and in the process of doing so, helped found a profession. It is a place where, generations later, there are people of all ages—from six months to 86 years—who benefit from the resource and are charged with continuing its stewardship.

I see Longs Peak every day as I drive to and from work, but as I pulled out of Estes Park that day with the mountain in my rear-view mirror, it looked different to me. It somehow looked taller than I remembered.