B 3 · Heritage learning – a story of growth?
Until the 1970s educational provision in the historic environment was usually limited to the guided tour and the guidebook, with minimal exploration of other activities. Since the 1980s, this has not been the case. This report is written at a time when the presentation and interpretation of historic properties has become the subject of intense reappraisal. Staffing and the range of activities have increased in the past two decades, and the importance of encouraging learning is now generally recognised – in theory, at least.
Some interpretation styles have been around for a long time. Visiting historic sites we have found certain approaches often repeated, none of them bad in themselves but often monotonous and stale in execution. Among the most favoured solutions for dealing with ‘the public’ are Living History; worksheets and trails; and, particularly for adults, the guided tour. Valuable as all of these can be, they demand high standards.
Much notable work is being carried out at individual sites, employing a wide range of techniques. Numerous inspired individuals and departments (often it is the individual who counts) achieve remarkable results, often with minimal resources: we cite several examples in the report. English Heritage has made a notable contribution to a broader use of the historic environment.
At Government level in England, there is some realisation of the educational potential of the built environment, with important initiatives recently launched, but there is quite a way to go.
In Scotland, by comparison, there has been a welcome increase of interest in this field since devolution. The arts are regarded as of central importance in the development of Scotland’s future, and there are many signs that the same interest applies to the built heritage.
In Wales, there is considerable potential and a great deal of interest on the part of the Welsh Assembly. This potential remains to be fully realised by Cadw, the body charged with the care of the country’s legacy of historic sites in public ownership which has no education service.
Much of the most interesting work is done in the voluntary sector, notably by the National Trusts, religious bodies and various other trusts. The two National Trusts have greatly increased their education staffing since 1990 and have made learning activities central to their agenda in a way which did not apply in the past.
In Church of England cathedrals, there has been remarkable progress in education facilities since
1990: offering an enriching and illuminating experience for visitors of all ages has become central to the daily life of many cathedrals.
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'At a time when our moorings seem to be about to come loose, history can anchor us.'
Simon Schama
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