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INNOVATIONS IN INTERPRETATION, HASTINGS CAVES STATE RESERVE, TASMANIA

A.D. SKINNER, Ranger in Charge, Hastings Caves State Reserve, c/- Lune River PO, TAS 7116

INTRODUCTION

Delegates to the Second Australian Conference on Cave Tourism and Management visited the Newdegate cave, Tasmania, on a field trip. I am pleased to report that since that time, important initiatives have been taken in planning for changes in the interpretation approach.

BACKGROUND

Newdegate cave was operated by the Tasmanian Tourist and Immigration Department from 1939 until 30 June 1975 when control was passed to the Tasmanian National Parks and Wildlife Service. Numbers visiting the show cave are now 34,000 per annum and this is expected to increase when the access road is bitumen sealed.

CAVE TOURS

There are six tours each of about 40 minutes duration daily, reducing to five tours in the winter months. There are four Ranger staff based at the reserve and all are rostered to carry out an amount of cave guiding duty. Emphasis during the guided tours in the past has been placed on entertaining visitors and identifying formations with familiar objects, rather than explaining the geology, history and biology of the cave. This is changing and ranger staff now have a basic "core" in their presentation which includes cave genesis, cave formations, cave biology and history. These subjects are covered in every tour and the ranger is then left to add his own presentation around the basic core. There are no controls on his own presentation which is varied to suit the particular group he is conducting through the cave at the time. Emphasis is also being placed on tying the cave in with the total surface environment.

SURFACE INTERPRETATION

A nature walk is planned for the 300 metre access track from the carpark to the cave entrance. It is proposed that visitors collect a leaflet at the beginning of the walk and signs at various points along it will correspond to written information in the pamphlet. It is planned to interpret the following features:

  1. The wet eucalypt forest and identification of individual tree species
  2. Identification of ferns
  3. Early logging methods
  4. An original remnant eucalypt
  5. Lyrebird introduction.

At the cave entrance shelter shed it is planned to build two showcases for a display on the cave itself to include the following subjects:

  1. History and discovery of the cave
  2. Formation of the cave
  3. Explanation of speleothems
  4. Cave Fauna
  5. Map of the cave system
  6. A section for information on visitor services in the surrounding district.

A short walk to a lookout over the forest and view of the surrounding mountains will also be re-opened. The showcase display and lookout will be valuable in reducing visitor boredom whilst waiting for cave tours. The whole idea of the interpretation effort in this reserve is to give visitors a total overview of the area and to play down the impression that they are only coming for a cave tour.

At the nearby thermal pool reserve it is similarly proposed that more interpretative effort be made. This is a more popular area and receives about 50,000 visitors annually. A pamphlet system is not considered appropriate and it is proposed that signs be used instead. It is planned to highlight the following aspects:

  1. Thermal springs
  2. Platypus and fish
  3. Another remnant eucalypt
  4. Fern and tree identification

CONCLUSION

The interpretation projects are in the planning stage and completion is expected in September. The interpretation effort should give the visitor a greater understanding and appreciation of the area, and the cave in particular. Interpretation is vital to park managers or to anybody entrusted with the custodianships of natural resources. To sum up, the United States National Parks Service Administrative Manual has this comment:

"Through interpretation, understanding;
through understanding, appreciation;
through appreciation, protection."

Protection of park resources is the basic justification for our system of parks and reserves and through proper interpretation we can educate the public to appreciate those resources. Freeman Tilden, the noted United States national parks author has defined six principles of interpretation (Appendix I). We will be monitoring the effect of the interpretation efforts at Hastings closely. It would be naive to think that this is any great advance but I am sure that the visitor experience will be more rewarding.

APPENDIX I

Freeman Tilden's six principles of interpretation:

  1. "Any interpretation which does not somehow relate what is being displayed or described to something within the personality or experience of the visitor will be sterile." On-the-spot education is an ideal method of interpretation as features can be pointed out directly and the visitor can identify with what is being described.
  2. "Information, as such, is not interpretation. Interpretation is revelation based on information. But they are entirely different things. However, all interpretation includes information." One must provide meanings and implications of information.
  3. "Interpretation is an art, which combines many arts, whether the materials presented are scientific, historical or architectural." Talks and lectures must be illustrated and life-like, and tell a story; not a monologue of unconnected facts.
  4. "The chief aim of interpretation is not instruction but provocation." It should aim at stimulating the individual by arousing his enquiring nature; so that he will attempt to learn more.
  5. "Interpretation should aim to present the whole rather than a part, and must address itself to the whole rather than any phase." Interpretation should have a completeness and interrelate information in an environmental context.
  6. "Interpretation addressed to children should not be a dilution of the presentation to adults but it should follow a fundamentally different approach. To be at its best will require a separate programme". Children approach a new experience with great enthusiasm and it is possible to imprint a lasting impression if the experience is a vivid one. Close cooperation between park and reserve authorities and educational institutions should be maintained to achieve mutual educational aims. Special visits to reserves should be arranged for school parties with a separate interpretation programme. Physical education programmes should ideally include outdoor activities such as visits to parks and reserves.

BIBLIOGRAPHY

SKINNER, A.D. and R.K., 1978 Hastings Caves State Reserve.

TILDEN. F., 1967. Interpreting our Heritage, University of North Carolina.