In terms of where I thought it might be, the program that I might foster might go clearly, I saw more than one challenge in terms of the future. And For instance, one of the things I appreciated early on is that there wasn’t a formal education program at Brookfield. Snedigar, in an adjacent building at the zoo, adjacent to the reptile house, it was a small building that actually was devoted mainly to insects at the beginning, but Snedigar used that building to give public lectures and with some very primitive apparatus in terms of projecting images on a screen, and so on. But there was no formal program in relation to the school systems. And I saw that as a considerable deficiency, knowing from my own background in the museum business how important that was in terms of educating the surrounding population, and especially the kids in schools. So I was, in part, diverted from simply focusing on research avenues by the need also to develop an educational program at Brookfield. In the meantime, early on, I’d gotten into, really, the animal behavior field, which was being reborn at the University of Chicago. And as I recall, at least five different departments at the University of Chicago were rediscovering animal behavior as a field.
