The Issue of Labels: I've thought about this one for a day or so. In this particular case--a children's museum, the age level may actually be targeted to non-readers (3-5). I have visited many children's museums and, I must admit, have often walked away scratching my head wondering what the difference is between the children's musuem and the play room. An exception is the children's museum in Santa Fe, which is very intercative and uses labels. If you haven't been there, I hope you get the chance one day. But what this topic calls to mind for me is also the difference I often perceive between how art exhibits and history exhibits are treated (using labels). For example, I have visited many art installations where there were no labels used at all (because this would interfere with the visitors own perceptions and conclusions) and also art exhibitions where the labels are either ceiling high on scholarship, or out there in space and offer (me anyway!) no launching pad at all. I see very little down to earth useful labels in art museums --albeit, this is changing. Art is, in most cases, presented with no justification. However, I also often see many historical or object focused exhibits where the labels focus only on casting the various artifacts (whether works of art or objects) soley in the direct historical or cultural context. The use of labels here tends to stay away form artistic or aesethetic interpretation, as if the object on display requires justification for being presented on a historical level only. I understand this difference in approach to some degree (cultural context is important), but I also get weary of justifying the use of well rounded object labels in exhibitions, while art exhibitions seem to escape this scrutiny on a regular basis. My main point is that people learn in at least 4 different variations (and probably more). This range includes those who need labels to those who need a visual context. Additionally, people visit museums because it is a social event, they enjoy looking at beautiful objects, they enjoy being mentally challenged, and some even visit to learn. Especially in the latter, I'm not comfortable deciding how people should learn--and am always happy to see the use of well written labels, audio tours, docents, and multi-media screens, etc. all available--it simply fosters a broader approach to muse. John Handley San Francisco