1) How useful were the pre-course readings?

1: I thought they were helpful, although I didn't have the context for some of the information and so will probably want to reread it when I get home. 2: I did not read everything, but it is a good way to introduce. 3: All were very useful; in addition it was helpful that the instructor indicated and distinguished between what was necessary to read and what was optional. 4: Excellent. 5: The pre-course readings were excellent introductions to the material. 6: Very useful. 7: Both Chappell and Carter were useful -- Chappell as overview and Carter as encyclopedic. 8: Very, very helpful, particularly Short History of the Printed Word -- excellent grounding for the class. 9: Readings were useful to have necessary background. 10: Pre-course readings very useful. Perhaps one more required would have been useful; however optional suggestions were offered. 11: Very useful!

2) Were the course syllabus and other materials distributed in class useful (or will they be so in the future, after you return home)?

1-3: Yes. Very generous in their information. 4: Very useful. A list of the books we looked at in the Rare Book Room might have been nice. 6: Yes, excellent. 7: Both. They will serve my own pedagogical needs -- as structures, reminders, &c. 8: Yes, will be kept for reference. 9: Yes, useful. Names and other information given for slides was nice to have -- would be good to have similar list for books seen in Special Collections. Bibliography will be useful in the future. 10: Yes, very much so. 11: Yes. Some minor updates of syllabus needed.

3) Was the intellectual level of the course content appropriate?

1: I thought it was appropriate and probably would be at almost any level you were at, ranging from the basic to the advanced. This class covered a lot and gave context to a lot of specialized information, so it seemed that though everyone knew some of it, no one knew all if it. 2: Yes. 3: Yes, and instructor certainly created a very welcome environment for asking and answering questions. 4: Excellent, yes. 5: Everything was well-explained if the instructor sensed any misunderstanding. Many people in the class were helpful with unfamiliar topics. 6: Yes, appropriate. 7: Absolutely. In fact, the social history and art history enlivened the lectures and discussions. It was higher than I anticipated, much to my delight. 8: Yes, did not presume too much, but provided challenge. 9-10: Yes. 11: Just right.

4) If your course had field trips, were they effective?

1-2: Yes. 3: Very well spent and greatly appreciated. 4: Yes. 5: The time in Special Collections was thoroughly helpful and interesting. Being able to put your hands on actual examples will always be a strong point of RBS. 6: Yes -- time at Special Collections was especially useful. 7: Absolutely. What one cannot possibly learn from reading books about books is the kind of instruction offered by MA. 8: Excellent! The book viewing in Special Collections was vital. 9: Wonderful sessions spent in Special Collections. It was great to have an extra session there instead of class presentations. 10: Yes, the time in Special Collections was very helpful to see first-hand the books and concepts described or shown in lectures and slides. The physical book is so much more effective than slides alone could have been. 11: Yes!

5) Did the actual course content correspond to its RBS brochure description and Expanded Course Description (ECD)? Did the course in general meet your expectations?

1:. Generally, and even when it didn't I think it was well worth it. 2: Yes. 3: Yes, even more so than expected. 4: Yes. It was broader, which was better, given the forces at work during the period. 6: Yes, well described by RBS. 7: Yes. 8: Yes, though expanded beyond the time frame slightly (i.e. gave history prior to printing and well beyond 1800). 9: Actually it wasn't quite what I was expecting, but it turned out to be even better than the survey course I had envisioned. 10: Yes. 11: Yes and even more.

6) What did you like best about the course?

1: Being able to actually see some of the books and objects we were learning about. The trips to the library, the demonstration with the printing press, looking at the wood blocks &c. gave I think a better understanding. 2: It was very useful, and the visits to Special Collections a great complement. 3: The instructor's enthusiasm and great reverence for the subject made the course really quite unique. Also, the broad perspective, the instructor's knowledge and his incredible collection of slides. 4: The breadth of the coverage, the social history, aspects, the context of the book in this period, the enthusiasm of the teacher. 6: Instructor prepared and delivered excellent lectures. The balance of lectures and class participation was nearly perfect: students asked questions as necessary, or contributed according to their knowledge and expertise, but the excellent lectures and slide presentations were the "meat" of the course. Too much emphasis upon student presentations/participation (the vogue in education today, it seems) leaves less time for instructors to impart their impressive knowledge and command of subjects. Luckily, this did not occur in this course. 7: Some of the ad hoc discussions in class or by-the-way commentary by MA. MA was clearly the maestro, but he also served to galvanize the expertise of our classmates. 8: Excellent introduction to the multiple facets of the book -- i.e., type, binding, illustration. I now feel prepared to study each of these facets in greater depth, while understanding the book as a whole. 9: Clear, informative lectures, well chosen and illustrative slides. It was great to have so many knowledgeable students in the class who added their expertise and enthusiasm. 10: MA is very entertaining as well as knowledgeable -- and obviously enthusiastic about his subject. He balanced lecture, slide viewing and book-looking nicely. 11: MA -- his manner of erudition -- his way of teaching.

7) How could the course have been improved?

2: Maybe by more illustrated documents in the course packet. 3: Can't think of anything. 4: Something other than French binding techniques for the videos, since that style of binding bears little relation to early printed books and binding. 7: I honestly don't know. I'm filled to the brim. 8: While I'd hate to lose some of the material that was covered, you might consider spending a little less time on pre-press time period and post-1800, and a little more time mastering type-identification. I feel this is my shakiest area at this point. 9: It couldn't! 10: Hard to imagine this getting any better. 12: Would like two or three weeks.

8) We are always concerned about the physical well-being both of the RBS teaching collections and of materials owned by UVa's Special Collections. If relevant, what suggestions do you have for the improved classroom handling of such materials used in your course this week?

2: I think that [all students] know how lucky they are and pay attention. 3: Nothing comes to mind. 4: None. 5: RBS's collections are always taken great care of. I witnessed many problems in Special Collections. Many volumes in the stacks need dusting. I also witnessed many books shelved in a manner which is detrimental to the binding. 6: Handling was fine. 8: No suggestions. 10: None.

9) Please comment on the quality/enjoyability of the various RBS activities in which you took part outside of class (e.g. Sunday afternoon tour, Sunday night dinner, evening lectures, Bookseller Night, Video Night, Study Night, tour of the Alderman digital/electronic centers, printing demonstrations, &c.).

1: The lecture was absolutely excellent. He was a wonderfully fascinating speaker. I loved Bookseller Night. I didn't care for the videos. 2: I enjoyed everything. 3: All were very good. Perhaps a video selection that is more cohesive in subject would be better, rather than so rambling. 4: As a reader but not a collector, Bookseller Night is not something I participate in -- I spent all my money to get here! Can't afford books. 6: These are wonderful; sometimes too pressed to participate in everything. Would like more time for Bookseller's Night. 7: The evening activities are a generous extra-curricular option. I'm normally too tired, however. 8: Evening lecture (Greer Allen) was quite good. Video night was marginal: two videos were good (Alphabet, Lindisfarne Gospels), two bordered on useless (Papermaking, How to Operate a Book). 9: Some book stores were closed by the time we were able to get downtown on Bookseller's Night. GA lecture was enjoyable. Videos were good except for the wood-papermaking one. 10: The dinner was superb -- a nice time to meet others in the class. GA's lecture was especially enjoyable. 12: Learned from everyone. GA is wonderful.

10) Any final thoughts? Did you get your money's worth?

1: I think I got my money's worth. 2: Have a rest before coming.... 3: I highly recommend it, especially with this particular instructor. Yes, more than my money's worth. 4: This course is exciting, both for the quality of the lectures, and the actual books we were able to examine. Be prepared for a great ride! 6: Yes [got my money's worth]. 7: Thank you, MA. You're an excellent lecturer -- plus you prompt us to use our own knowledge as a cohort. 8: Definitely [got my money's worth]. I'm so grateful for having had this course, and I return home a much better rare book librarian. It is an excellent course for anyone attending RBS for the first time, and will lead into other classes perfectly. Also excellent for anyone beginning their career in rare books. 9: Exceeded expectations -- a wonderful experience. 10: Definitely money well spent! 12: Money's worth? I got much more than my money's worth.

Number of respondents: 11

There were five rare book librarians (46%), two teacher/professors (18%), one full-time student, one antiquarian bookseller, one conservator/binder/preservation librarian, and one organizer of book events/meetings for a library (9% each).

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