This issue focuses on the interpretation of built environments, from Washington Irving's 19th century home in Tarrytown, New York, to structures in contemporary Chicago. Barbara Carson, Margaret Piatt, and Renee Friedman discuss the interpretation of interior and exterior spaces and explain how to teach history with objects instead of teaching the history of objects. Suzanne Schell describes how the interpretation of historic sites has evolved since the first one was established in 1850. Richard Ehrlich, examining the functions and objectives of museum visitor orientation, states that orientation should prepare visitors for their experience by encouraging real learning. Candace Matelic explores the development of interpreter training at the Henry Ford Museum and Greenfield Village in Dearborn, Michigan. Robert Birney offers guidelines for achieving excellence in educating people to interpret historic sites to the public. Fred Schroeder states that, while living history is an exciting and entertaining method of historical interpretation, it must be augmented by traditional interpretive techniques, such as case exhibits and lectures, to accurately depict all aspects of life. Emily Eig and Laura Harris, describing Chicago as a museum, explore municipal and private efforts in presenting/interpreting its artifacts/buildings to the public. Alan Sandler stresses the importance of teaching about architecture, presenting excerpts from "The Sourcebook," a compendium of teaching resources developed by the American Institute of Architects to bring architecture into the classroom. John Herbst discusses the cooperative efforts of three museums near Paterson, New Jersey in sponsoring a joint exhibition focusing on local history. (GEA)