I-85: Japanese Illustrated Books, 1615-1868
24 - 28 Sept 2007 in Washington, DC
1) How useful were the pre-course readings?
1: I especially appreciated the breadth of perspectives in the readings; a solid overview. 2: Very useful. 3: Very useful to ground the student in the historical and cultural context that was to be discussed in further detail during class. 4: They were very helpful to prepare for attending the class. 5: Very useful. Not so heavy that you forget everything, but comprehensive enough to give a beginner a footing in the Tokugawa period. 6: Very appropriate and useful. 7: Very useful in establishing context, especially the collected essays in Tokugawa Japan: The Social and Economic Antecedents of Modern Japan. 8: Primarily they were excellent; they provided technical, political and social context. One source [Henry D. Smith II "The History of the Book in Edo and Paris" in Edo and Paris] was quite difficult to read; perhaps condensed, relevant portions of the reading could be excerpted. 10: Excellent; would have read more on Edo culture and less on picture books now that I appreciate the value of seeing the books and hearing ET’s commentary. 11: The readings were excellent background: they made the period spring to life, and were blessedly free of jargon.
2) Were the course syllabus and other materials distributed in class appropriate and useful (or will they be so in the future, after you return home)?
1: Yes. Thanks for the thoroughness of the handbook. 2: The materials were appropriate and useful, and I believe they’ll continue to be useful at home for further study. 3: Yes, I think the course handbook an invaluable reference; clear, concise: which provides explanations of terms, online resources, diagrams, bibliography &c. that I will be sure to use in the future. 4: The course syllabus was very clear in terms of what was to be covered in every session. The course packet became an excellent reference, not only during the course, but also in general. 5: Yes. I will refer to the materials after the class ends. 6: The course syllabus and class materials will remain very useful for years to come. 7: The guidebook was quite useful, both for content and as a bridge for students less familiar with Japanese terms and names. I am sure I will return to it in the future. 8: They were helpful during the class, and will continue to be a reference and source for references. 9: All are useful and appropriate. 10: Yes, with an exception; because the lectures followed one course and the syllabus another I was often fumbling to find material referred to. 11: I think so, but after concentrating on the intense full-day classes I was too tired to really absorb material in the handbook; will enjoy it after I rest up.
3) What aspects of the course content were of the greatest interest or relevance for your purposes? Was the intellectual level of the course appropriate?
1: Content and intellectual level was appropriate to a diverse group. The instructor was open to addressing the special interests of the participants. 2: Bibliographic description was most useful for me, and the lectures along with the course materials will be very helpful in my work. 3: Most relevant to my work was the discussion about the influence of Chinese material on Japanese illustrated books, the production process of the books, and their relation and translation of book images into a hanging scroll format. Yes, [re: the intellectual level] the material was skillfully presented by ET – considering what a complex subject it is! – not overwhelming, or too cursory in its handling. 4: The historical overview of the evolution of book illustration in the Edo period, and of the organization of the publishing industry, was my major interest. Yes, the intellectual level was appropriate to my pre-course understanding of the subject. 5: The intellectual content was of the highest level. I wanted a general introduction to the subject, and got that and much more. The class was full of intelligent people who generously shared their own specialties, points of view, &c. 6: Aspects of the printing/publishing business; derivation of aesthetic sources; historical context and use of Japanese illustrated books. The intellectual level was entirely appropriate. 7: Information about the physical structure and production of the books was the most relevant aspect of the course content; but I will draw on all of the information presented. The intellectual level was appropriate. 8: The physical structure of the book, the workings of the publishing world, and the economics involved were all helpful to place the book in context, increase understanding, and improve my work with books. 9: Intellectual level appropriate. 10: ET brought a mind-boggling selection of illustrations that demonstrated the points he was making to a T. 11: ET brought the place and character(s) of Edo period books into focus: how we have a good sense of the books’ place in that culture. From that context he has shown us how to begin to move towards more detailed, specific interactions with the books. Intellectual level: right on target.
4) Was time devoted to studying original materials at the Library of Congress (LC) and National Library of Medicine (NLM) well spent?
1: Very well spent; especially appreciated the range of materials at the NLM. 2: Very well spent. I appreciated the discussion on handling books and conservation at LC, and the materials at the NLM were very fun to look at. 3: Yes, I thoroughly enjoyed our visits, especially our visit to the NLM. 4: The schedule of the field trip to the two libraries as well spent. 5: Yes, very well spent. Kudos to Jesse Munn and Eiichi Ito of LC, and to Michael North of the NLM. Excellent compliment to the Freer Gallery of Art materials, and to other aspects of the course, e.g., conservation of materials, manuscript tradition. 6: Yes, very enlightening and beneficial to bring these lessor know collections to light. 7: Yes. 9-10: Yes. 11: I’m not sure about the LC trip: it was wonderful to see some of the books shown, but there were great similarities to what we saw at the Freer. The objects at the National Library of Medicine were fascinating – I’ll probably never see anything like them again. I wish that the curator had had more information about the objects.
5) What did you like best about the course?
1: Seeing the books up close; the passionate enthusiasm of the instructor; sense of possibilities for further study. I was really glad to have seen books aimed at a diversity of audiences, i.e., not just the most famous artistic works. 2: The instructor’s enthusiasm and expertise were quite evident. It was a pleasure to look through the books and have ET explain things that would otherwise be inscrutable. Also, the student’s participation added much to the class. 3: The best single aspect is the opportunity to view first-hand these incredible works, and have ET holding our hand and sharing his incredible knowledge of these objects. 4: It was unique and great to examine the rare books, and to understand well different issues of the Japanese illustrated books in the class. The number of participants was just right to make class discussion easy and comfortable. The Power point visual presentation that was prepared by the instructor facilitated my learning greatly. 5: The instructor. ET gave what for me has been the best RBS course I have taken. He brings a wealth of knowledge to this course and an infectious enthusiasm. He is an excellent leader of a discussion, and my interest never flagged. I loved the ability to see so many books and images at close hand. He incorporated questions from participants, making for lively, informative dialog. 6: Examining examples of Japanese illustrated books, intimately, of diverse sources, styles, periods, and condition (as reflected in block integrity, paper type, and the degree of preservation.) 7: It’s difficult to choose between ET’s understanding of the importance of experiencing a book in space and time, and the historical perspective he brings to the subject of Japanese illustrated books. 8: ET’s depth of knowledge brought the complexity of Japanese illustrated books to the class with great humor and encouragement. His love for the books will bring them out of obscurity, and expand the appreciation they have long deserved. I could listen to him for repeated courses because his wealth of knowledge is so multifaceted and sensitive to their subtlety. I have learned to see so much more! Thank you. 10: The Power point presentations and lectures. 11: I most appreciated the instructor’s combination of depth of knowledge and clear articulation of his ideas (no academic jargon or waxing poetic about the surpassing beauty of Japanese culture.) All his speaking time was filled with information – I have 52 pages of notes; and his open enthusiasm was infectious.
6) How could the course have been improved?
1: More opportunities to hold books? Perhaps a recommendation of an overview of Japanese history for those who don’t have much background. 2: If there had been some books that we could have handled ourselves. 3: Perhaps by inviting a Japanese printmaker to demonstrate printing technique. 4: A list of the books that were used during the class would be very useful. 5: The syllabus could use an index to make it better navigable; this is a minor point. I think the course is outstanding as it is. No better place to teach it, too, than the Freer. Perhaps add a little more about features of Chinese art? 6: More labeling on all sides shown, though many slides were labeled; more information on the relationship between book and single sheet publication. 7: It’s a stretch to think of improvements; possibly fewer people in the break-out groups and more instructive narration during those groups. 10: ET was spread too thin; when broken into groups, two groups got “page-turners” who knew no than I did, and the third got ET. It would have been nice if [Washington, DC liaisons] Ann [Yonemura] and Reiko [Yoshimura] could have been spared to do the job – and we could swap the page-turners as well as the books we were looking at. 11: The loud HVAC fan at LC made it extremely difficult to hear the speakers, and as the instructor’s voice rose and fell in the Sackler [Arthur M Sackler Gallery] room it was sometimes a little difficult to hear him. The class (wonderfully small!) makes a microphone seem strange. Could the fans be turned off? Another class space?
7) We are always concerned about the physical well-being both of the RBS teaching collections and of materials owned by our host institutions. If relevant, what suggestions do you have for the improved classroom handling of such materials used in your course this week?
1: Everyone was very cautious. 2: There must be some materials that mere mortals could handle! 3: The objects were properly handled in my opinion. 4-5: N/A 6: Course materials were handled with respect for their integrity, in keeping with standard safe handling practices. 7: After observing the careful handling and physical support of materials at the Freer Gallery of Art and the Library of Congress, the supports at the National Library of Medicine seemed inadequate. 8: The handling of materials was careful and respectful. The cradles facilitated viewing the books while protecting them from handling; great idea. 9: No suggestions.
8) If you attended the Sunday reception and/or dinner, were they worth attending?
1: Yes, the dinner was great, both in terms of food and company. 2-3: N/A 4: N/A; I wish that I could have attended the reception. 5: N/A 6: Yes, very pleasant to have an informal opportunity to get together and break the ice before class began. 7: It was a lovely dinner; very worthwhile. 8-9: N/A. 10: Yes, indeed. 11: Yes, it was a wonderful way to begin the week.
9) Did you get your money’s worth? Any final or summary thoughts, or advice for other persons considering taking this course in a future year?
1: I am very happy of have had this opportunity. 2: I feel I got my money’s worth, and I would consider taking the course again, as I believe different material is shown each year. ET is a great teacher, and I’m nearly overwhelmed by how much I learned. 3: I certainly did! 4: I would like to attend the course that ET will teach next year. The reading list was very helpful, so read as much as possible prior to the course. I enjoyed the course very much. Thank you, ET, and RBS! 5: I feel very fortunate to have had the opportunity to take this course. It has sparked what I believe will be a new passion of mine. I will recommend this or any other course ET teaches: four-star instructor of a four-star course! 6: Yes. It was wonderful to have been continually reminded of the cultural context in which these artifacts were made, used, and interpreted. This was due to ET’s exceptional historical grasp of the “place and period.” I would recommend the course to colleagues unreservedly. 7: The course was an excellent investment of both money and time. 8: Read the pre-course readings, familiarize yourself with the terminology. 9-10: Yes. 11: Yes, it was definitely worth it (and I paid my way.) Advice to future students: read the pre-course reading. Not only is it great fun and very informative as background, but you’ll much better understand what is being said. And . . . it’s unfair to the instructor and other students when time is consumed responding to questions that were answered in the readings.
Number of respondents: 11
Percentages
Leave Tuition Housing Travel
Institution Institution Institution Institution
gave me leave paid tuition paid housing paid travel
63% 27% 9% 9%
I took vaca- I paid tui- I paid for my I paid my own
tion time tion myself own housing travel
9% 18% 18% 36%
N/A: self- N/A: Self- N/A: stayed N/A: lived
employed, re- employed, with friends nearby
tired, or had retired, or or lived at
summers off scholarship home
27% 54% 72% 54%
There were 5 conservator/preservation librarians (45%); 2 general librarians with some rare book duties (18%); 2 book collectors (18%); 1 antiquarian bookseller (9%); and 1 general librarian (9%)