Our activities in national parks are many fold. The informational activities are carried on largely through the mediums of lectures, field trips and museums. Of these, museum interpretation is by far the most difficult and my theory of “arousing interest” is the hardest to carry out, as the printed label must in many cases be the only guide. For this reason, I am inclined to think that the label is the nest important part of the entire exhibit. Given two exhibits, one of a deer poorly labeled and one of a chipmunk with an instructive label. Naturally, the deer will attract more interest for the time being but the chipmunk exhibit will leave a more lasting impression and will tend to push the visitor further on his search for more facts.
Our duty then in the educational work is not alone to teach; not alone to interpret; not alone to inspire. The three must be combined so skillfully, so subtly that the visitor upon leaving has, through our teaching and interpretation, obtained an entirely new outlook upon nature; an outlook which will not dim with his passage through the park gates but which will become ever brighter as he continues to seek out truths for himself.
Bibliography:
1. Proceedings of First Pan Pacific Conference on Education, Rehabilitation, Reclamation and Recreation.
2. Behavior of the Museum Visitor. Robinson, A.A.M. 1928
3. Ranger Naturalist Manual, Yellowstone 1929, p. 69
4. Ranger Naturalist Manual, Yellowstone 1927, preface
5. Report on Educational Survey, 1928, Dr. Frank R. Oastler
Discussion
The above paper was discussed in detail but no new principles were added. An objection was raised to the statement in the first paragraph as to the opinion of early guides on the subject of park visitors. This matter, however, was allowed to stand as it does not apply to the lectures or guides of the present regime.
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