1) How useful were the pre-course readings?

1: Essential. Much was expanded on in class, but all built on the foundation of readings. 2: Very helpful. Without them I would have been totally lost. 3: Good, but confusing without yet seeing the examples. Will be more valuable now as a reference, however. 4: Essential. The course would be unimaginable without an introductory grounding in Gascoigne. Hults was very useful for placing techniques and individual artists within an historical context. 5: Very useful and important to do before. 6: Gascoigne was essential. Hults was useful, as I have not yet taken any art or print history courses in school. 7: Extremely useful. I would have been lost during the lectures if I wasn't familiar with the terminology. 8: Excellent; however -- this is a course that can only get one beginning as far as preparation goes since training in the field successfully depends upon viewing actual examples.

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: Yes. 2: They were useful and will be useful at home. 3: Very useful and appropriate. 4: Haven't reviewed the syllabus in-depth but know from experience that the bibliography will be key to improving/expanding my own reference. library. 5: Yes. 6: The exit reading list is invaluable. I was able to review copies on the list while at RBS, which will let me know what titles I need most for my immediate use. I hope to use my experiences taking this course to prepare to teach technical components of History of the Book courses in the future. 7: The packets and variety of books and other visual examples were invaluable, especially when organized in Gascoigne order. 8: Very useful -- most especially in future as learning curve continues. I really appreciate the effort made in the materials/reading list we take away.

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

1: Yes. Thorough and rigorous -- slightly overwhelming (enough to give me something to chew on for a while after class -- perfect.) 2-3: Yes. 4: Spot-on. 5: Yes; would have liked more cultural historical information. 6: Yes. And I have been impressed by how this instructor (and others from whom I have taken classes) takes care to make a positive comment about the results of each student's efforts -- it's very encouraging. 7: Yes, although a brief overview of art history would have helped. 8: Yes. Very challenging, yet left knowing this is just the beginning (and that's probably the optimum outcome).

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

1-3: Yes. 4: To the letter. 5: Yes. 6: Yes, it did. 7: Yes, and much more than I ever expected from the course description. 8: Yes, but material covered seemed even more comprehensive than described; I wouldn't recommend a change.

5) What did you like best about the course?

1: The extent and number of examples to investigate. 2: The wealth of examples which could be closely examined. 3: Seeing the examples. 4: The vast array of prints available and learning the algorithmic process one follows to i.d. a print. Learning to look. 5: Being able to look at actual examples of prints. 6: Access to a well organized and comprehensive collection of examples to study. I can't get that access anywhere else. 7: Instructor was very articulate and extremely knowledgeable about the subject as well as related fields. The visual examples were exceptional, but the lab sections for hands-on experience was the most fun and helps enhance the appreciation for the craftsmanship course was excellently organized. 8: Steep learning curve, intense engagement, no effort spared on behalf of RBS. What I will like best is enhancement in my professional abilities.

6) How could the course have been improved?

1: Make it two weeks? 3: For me, having the playlist along with what we were seeing each day would have been more useful. As it is my notes are quite jumbled. I think it would have been easier for me to review at the end of each day having the notes and thus retain better what were being taught. 4: I personally need more help on differentiating photo-related process, half-tones, mech. tints &c. -- much of this remains quite complicated, though not impenetrable, to me. 5: You might consider two introductory courses divided between B/W and color. 6: A sixth day -- optional -- for more access to collections. Perhaps moving movie night to Sat afternoon to make that night available for study. And making Mon night lecture later to give time for dinner or study before. 7: It would help to be able to compare all the different illustration processes and techniques if an example of the same subject matter was demonstrated with all the different processes. i.e., an apple in mezzotint, aquatint, wood cut &c., &c. 8: It would be improved by being longer so students could have more time with materials; however, seriously doubt this a good plan to pursue since students are away from work &c.

7) 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?

3: Didn't realize my lino cutting tools weren't all there. Life and cutting would have been easier. 4: None. Everyone was respectable in their handling of the course materials. 6: No drinks in classroom; no ball point pens, either. 7: More desk space so that the fragile prints don't get bent over table edges. Students usually try to put them over books and non planar surfaces. 8: Obvious great effort has gone into putting together the materials. I appreciate the leniency shown us in handling the materials. Requirement of (mechanical) pencils, maybe?

8) 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: Lectures were compelling, Study Night exhibits and videos fascinating. 2: These were educational and enjoyable. 3: Video Night for this course was enjoyable. Study Nights are always enlightening. 4: Only participated in Study Night which was a useful opportunity to glimpse what people in the binding course were tackling. The Berland video [C- SPAN video on Abel Berland sale] was also quite enjoyable. 6: Study Night, best; botany/nature printing video good (copper eng. video slow); lecture very good. 7: The evening lectures, Study Night and film night were very good -- Bookseller Night could be better organized. One of the stores was actually closed before 7 pm -- It would help to know the exact locations and specializations. 8: Sunday icy so tour canceled. Dinner most enjoyable -- a good spread, too! All lecture, study, video, study time was appropriate and enriching expansion upon subjects.

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

1: Indeed. 2: Yes. 3: Absolutely! 4: I'm mentally exhausted but intellectually exhilarated; a sure sign of "getting my money's worth". 5: Yes. 6: This course is worth twice the price, though that would make it too expensive for students to afford. For those without access to this type of training or these collections, it is worth taking out a student loan to attend -- it's made the single biggest impact on my studies. 7: Absolutely. If you want an intensive course yet with global scope which touches on history, art, books, book collecting and illustration methods, technology and hands on example of craftsmanship, this is a great one to start with. 8: I am fortunate in that my institution pays my expenses. However, I would not hesitate to pay for myself and use vacation time to attend. My advice for those attending in future would be to look at prints whenever, wherever possible for a few weeks before coming.

Number of respondents: 08

There were two full-time students (25%), one rare book librarian (12.5%), one general librarian with some rare book duties (12.5%), one antiquarian bookseller (12.5%), one retired person (12.5%), one book collecting engineer with plans to open a book store (12.5%), and one art librarian working in a museum's rare books and manuscripts collection (12.5%).

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