False past horizons16 After attending these demonstrations, students have a greater understanding of life in the past and are then able to make better interpretations of what they are uncovering. Connecting archaeological excavation with re- enactment is a valuable teaching resource to place objects into context. The process of historical archaeology can be different from traditional North American prehistoric archaeology as in addition to the excavated material, there are also rich documentary sources and oral history records that can be consulted. The archaeological investigation can often provide solid evidence for many of our questions, but more often than not it presents us with even more questions. By cross referencing the various sources of information it is possible to build a clearer picture of real life at this outpost. An example came in 2006, when the team encountered a rubbish dump near the stables, which contained dateable material from the late 1870s. Many of the artefacts were unexpectedly of a feminine nature and given that the historical record showed an increased military presence at the fort during the Ute Campaign of 1879, the conclusion was that wives and camp followers, such as laundry women, were probably relocating to the fort along with the troops. Further investigation of railroad records showed a probable reason for the ease with which the women made the journey to Fort Garland; in 1878 a railway line had just been completed, making transport for women in hostile territories safer and faster. By excavation, artefact recognition and documentary analysis, a window on the past can be opened. Connecting re- enactment and archaeology allows for gaps to be fi lled, and there is plenty more to be discovered on this fascinating project. The answers we are looking for will come from this multi- disciplinary approach and with each season we are building a clearer picture of life on the frontier. ? Demonstration of metalworking within the fort Archaeology starts at any age Adams State College offers training under the direction of Dr. Goddard in the basic techniques of prehistoric and historical archaeology. Volunteers and casual visitors are welcome without charge, and where possible will be allowed to participate in fi eld school activities. www2. adams. edu/ academics/ fi eldschool/ ? Sorting trash fort garland field school

False 17past horizons VIEWPOINT R ecently, the concept of a ‘ holistic’ approach to archaeology seems to be appearing on an ever- increasing scale, or perhaps it was always there and I am just becoming more aware of it. This holistic approach looks beyond the traditional boundaries of archaeology and stands up and reaches out of the trench, talks to the tourist and the local, views the wider landscape, appreciates the wildlife, listens to stories and acknowledges cultural heritage. The basic interpretation of holistic is one that emphasizes the importance of the whole and the interdependence of the various parts, and there is no escaping the ‘ human’ angle of archaeology when it deals with mental, emotional, spiritual, physical and social factors. It then becomes a part of society itself rather than working in isolation. Two recent ventures that I have been involved in have taken this holistic approach. The Griffon Vulture Project on the Croatian Island of Cres asked us to survey an area that clearly had an abundance of archaeology, but it was also an area of natural beauty, bio- diversity, and a working landscape ( see Page 8). Each element carried its own weight, and in this particular case, none had prominence over the other. It was interesting to talk with the project director, Goran Susic, and see his obvious passion for this diverse approach. I was, for the fi rst time, able to scientifi cally survey a mediaeval farmstead and prehistoric tomb complex, while simultaneously appreciating the mist seeping through the oak forest and the rare orchids growing by the roadside, as well as the Roman road itself. It seemed natural to both record the complex relationships between walls, tracks and settlements while a farmer called his sheep to feed in the same landscape. In this way, it was possible to see how each aspect was individually important, while forming part of what can be described as the total experience. In this instance archaeology will be part of the visitors’ interaction with the landscape as a whole, rather than being the sole attraction. The Cousland Big Dig in Scotland has also transformed my understanding of heritage projects, with a realisation that the basis for this venture was not just about the collection of data, it was also about community participation. The village already has a strong sense of identity, but here, I am participating in a series of events, where all ages and abilities can come together and share company, experience, rain, sun, wind, mud, clay – and there was as much excitement at fi nding a baby owl in the undergrowth as there was at uncovering an 18th century windmill. The group feeling of working together in the rain within a small woodland, was enhanced by a collective desire to share the space with others. Archaeology is a fabulous gateway that can open onto a whole range of possibilities that include teaching, physical activity, art, poetry, storytelling, bio- diversity, farming, tourism, social responsibility... the list is endless. The holistic approach, therefore, seems to be a sign of things to come, and promises a much richer experience of archaeology for those who choose to explore their heritage. ? ? David Connolly, BAJR When archaeology is not the whole story