I. INTRODUCTION

Pre-Columbian materials, sites and monuments have been largely neglected and left to the study or interest of the very limited community of experts and the larger community of looters. In the hierarchy of pre-Columbian evidence, it seems that petroglyphs rank low in the list of priorities. This is partly due to two factors: the difficulty in making any assessment, formal or chronological, based on evidence that is trustworthy or even beyond mere speculation; and, the challenge of accessing the locations where they are found as most are near bodies of water, seasonal or former streambeds, remote rock exposures or, simply away from any other potential attraction. It is the rare petroglyph that maybe seen in-situ rather than in photos or reproductions.

In 1998, Archaeologist Silvia Salgado, PhD, Mario Molina, MA (an architect experienced in cultural heritage matters) and I drafted a mitigation, protection, research and promotion proposal where EarthWatch would provide US $25,000 to support a project designed to prevent the further degradation of three key petroglyph sites in Pacific Nicaragua: El Cailagua in Masaya, Isla El Muerto in the Zapatera Archipelago, and, the San Rafael Petroglyph site in San Rafael del Sur. ICOMOS-Nicaragua, the UNESCO arm for the protection of Monuments and Sites certified the proposal and made a site visit as well. The request was denied and soon after Hurricane Mitch impacted all three sites even further. Since then, there has been little enthusiasm or focus in the reformulation of such projects, especially considering that the two archaeologists that were the primary proponents have resided elsewhere since and nobody else has taken up the cause since. Also, in spite of the existence of a well-designed, (though poorly executed and applied) law for the protection of Cultural Patrimony, all pre-Columbian  sites and monuments are threatened by looters, lack of interest and the impact of development.

The San Rafael petroglyphs, like those at Cailagua and El Muerto, are particularly at risk because of the substrate upon which they are carved. The dense, tuffaceous (welded volcanic ash) matrices are relatively soft and vulnerable to erosion or human impact. Pacific Nicaragua is characterized by two well-marked, contrasting seasons. Seasonal rains soak and permeate the substrate half the year, often resulting in differential drying thanks to sun exposure. In addition to eroding the surfaces, rainy spells can lead to spalling of the carved surfaces, resulting in permanent damage or loss. Also, during flooding events, such as the recent Hurricane Mitch in October 1998, strong water currents accelerate erosion because of the sediment load that abrades the surfaces as the streams circulate. Because the aforementioned petroglyphs are more easily accessible and larger than most, they are particularly prone to vandalism, whether intentional (as seen in Cailagua) or accidental (as in San Rafael). For example, informal, ad hoc “experts” or impromptu interpreters (most frequently neighboring residents and tour guides) often highlight their design by using chalk, an abrasive element that breaks-up the protective patina that built up over centuries, carving deeper into the original engraving and further destabilizing the matrix.
           
On the other hand, the San Rafael shelter’s location makes it an easily accessible tourist attraction, and a good candidate for community involvement and protection. It is possible to devise a strategy to involve interested communities by leveraging opportunities already available, and incentives already in play. Protecting and promoting pre-Columbian sites and resources (such as the San Rafael petroglyphs, the Citalapa River archaeological site, excavated by the World Bank’s Neil Hughes nearly 30 years ago, or the prehistoric fossiliferous deposits) would greatly benefit neighboring communities and large resorts (Gran Pacifica and San Rafael). In turn, neighboring communities would see immediate returns resulting from the protection and appropriate case of such resources.

An added component that would yield even more opportunities and unlimited potential could be the involvement of schoolchildren from the surrounding area. In the short term it would foster a sense of identity and pride for local inhabitants and parents could be involved through their children’s interest. In the long run it may help to broaden the palette of opportunities available in terms of careers and perspective. Moreover, the application and documentation of such strategies could provide an outline for other municipalities and interested communities.

II. PROJECT OUTLINE

The project would include short, medium and long term objectives. Prior to any intervention it is necessary to obtain the permission and unequivocal support of the Instituto Nicaragüense de Cultura (INC), not just the permits from Dirección de Patrimonio Cultural and the Museo Nacional de Nicaragua. In addition, it is necessary to insure that any and all property owner(s) are in agreement with the plan and that ICOMOS lends its support in writing.

Stage I Objectives: Protection, Mitigation and Infrastructure
Because passive protection strategies are in place, it is necessary to improve access to the shelter with appropriate handrails, designated parking areas and deterrents to lessen the impact of the visitor. It is also necessary to create signage and educational panels containing a script, thus allowing the casual visitor a glimpse into the petroglyphs’ place in the pre-Columbian context, presenting different perspectives, comparing La Gallina to other petroglyphs in Nicaragua and the world. A free a triptych brochure would provide a script for the spontaneous “experts,” as well as a souvenir and vehicle to further interest and recognize supporters. Ideally, there would be a concomitant seed fund for general maintenance of the structure and associated materials over time.

Stage II Objectives: Education and Training
The neighboring settlement has been, for many years, the source of the primary, ad hoc interpreters. Currently the INC is paying a part-time interpreter who is also a neighbor. This role need not diminish, merely oriented towards a more productive involvement through encouragement and training, involving as many members of the community as possible. In addition, workshops would be conducted for teachers in nearby schools, in order to create a knowledge base in the larger community, and as a way to more productively engage their students. In turn, students should make regular visits that are not just the cursory school-sponsored-trip type of engagement. Students could have multiple visits throughout the school year, connected to activities at school. Similarly, different schools could have turns regularly “taking care” of the site by cleaning up, exploring or taking turns interpreting for visitors, etc.

The attention on and investment in the site would increase awareness of its value and feed back into the neighboring communities beyond the financial incentives resulting from tips, voluntary contributions or the sale of souvenirs, soft drinks and snacks. The workshops and constant involvement will plant the seeds for a more productive engagement between the local community and their archaeological and paleontological resources and contribute to a deeper and more meaningful sense of identity.

Stage III Objectives: Publications and further research
The project would result in publications at professional meetings, local newspapers and exposure in other media. Similarly, longer term study and mitigation strategies could be designed in conjunction with other interested professionals. This would result in an extraordinary, synergistic project including the academic community in tandem with local residents, school children, teachers, community leaders, business ventures and foreign visitors.

III. COSTS

Over 28 months, the basic costs in this project include the following:

• Site visits by archaeologist/project supervisor: Allows for assessment, supervision, workshops, evaluation and planning, design and information gathering - $2,800
• Three site visits by teachers: for workshops, including their lunch/snack - $915
• Three site visits by elementary school students (with trained teachers): for school visits and activities, including their lunch/snack – 1210 students X 3 (@$3.05 each) = $11072
• Lunch for local residents attending three workshops - $375
• Improvement of path and signage (approximate, projected cost) - $1500
• Information panels and signs - $500
• Printing of brochures - $1,000
• Logistic support for obtaining all necessary permits and permissions - $500

Stage I cost (approximate): $5,500 (includes structure, brochures, signage, path, basic training for local residents and selected teachers)
Stage II cost: $13,162 (includes student visits, teacher and local resident workshops, etc.).

TOTAL PROJECTED COST: $18,662