Kenneth Spencer Research Library

Lescia Carline Valmond served as KU Libraries’ first HBCU Library Alliance Preservation Intern in the summer of 2020. She spent eight weeks taking classes online with her cohort, who were each assigned to U.S. research libraries with conservation departments. She also worked with staff at Spencer Library to craft her own project in Dominica, her home country. In this post, she describes her experiences.

In 2020, I was selected to participate in the Historically Black Colleges and Universities (HBCU) Library Alliance Summer 2020 Internship Program in conjunction with Conservation Services in Kenneth Spencer Research Library at the University of Kansas (KU). The year came with unprecedented challenges that affected this internship. The program was conducted virtually to allow the program to go on. The staff at the Spencer Research Library welcomed my thousand or so questions and further intrigued me with the work that they do.

Meetings were held each week with the directors of the HBCU Library Preservation Alliance as well as conservators and librarians at KU. Every week a new subject area or sub-field ranging from book treatments to environmental monitoring was taught online. (I will admit that I had no idea the amount of work and resources that went into archival practices.) Although I could not be there physically, the staff at Spencer Library were most happy to give me virtual tours and demonstrations of how they used the equipment and where they did their treatments. It is definitely on my bucket list to visit Spencer Library as soon as this pandemic subsides so that I can contribute a hand.

For my personal project, I worked along with Whitney Baker (Head of Conservation Services) and chose to focus on something that is dear to me, the preservation of artifacts and oral histories of the Kalinago people, an indigenous group in the Caribbean. These people are formerly known as the Caribs from which the Caribbean gets its name. However very little is known of them or by them. Personally, with this project I needed to change this dialogue. I too am Kalinago indian and sadly have known very little about my own people, culture, or even our language.

Like many other Amerindian tribes, the Kalinago, as Dominica’s first settlers, were stripped of virtually all knowledge of themselves. Hence, the goal was to create an archival station in the public library where pictures, awards, and books or anything of importance would be stored and made accessible to the people. Whilst we may never know every single detail, learning how far our ancestors came and obtaining as much information as possible is a gift in itself.

In order to retain information, oral history preservation was a focal point in this project. With the assistance of Deborah Dandridge (Field Archivist and Curator of the African American Experience Collections, Kansas Collection) and Letha Johnson (Kansas Collection Curator), an oral history release form and a contract were written for those donating items of interest. From thence, interviews were conducted with many persons who held different roles in society. This ensured diversification in experiences in the Kalinago Reserve rather than only asking the leaders of the community. These recordings were later transcribed for future reference.

Apart from interviews, personal items were contributed to the development of the archival station, as it appeared that almost everyone thought that this project was long overdue. While there existed few conservation practices or materials on the island, whatever resources could be found were utilized. After all, it was the start of a major change. Next, it was important to consider storing the items. I had to take into consideration the humidity of the climate, the placement of the maps (ensuring that they were away from sunlight), as well as controlling the occurrence of pests specific to the tropics. Thankfully this internship afforded me the opportunity to identify much of them and ways in which they can be prevented. To assist with the temporary storage, I employed the use of paper with a neutral pH.

Currently the archival station is housed at the Salybia Primary School, but its intended home is the Salybia Public Library, where the collected materials will be transferred when the library is complete.

To end the summer program, every intern had the opportunity to present their chosen projects to demonstrate what they had learned. Nervous as I was, I was extremely grateful for the knowledge imparted and am even keener on learning more in-depth conservation practices to continue with the archival station in the Kalinago Reserve. The oral history aspect of the project is the most important, given that the essence of all that was captured and will be passed on.

Lescia Carline Valmond
2020 HBCU Library Preservation Alliance Program Summer Intern

All the way back in October 2019, I wrote about starting on the treatment of MS E279, Historia flagellantium…De recto et perverso flagrorum usu apud Christianos…Ex antiquis Scripturæ, patrum, pontificum, conciliorum, & scriptorum profanorum monumentis cum curâ & fide expressa, by Jacques Boileau. This volume is the manuscript, dated 1691 and with annotations believed to be in the author’s own hand, for the printed version of the same title published in 1700. Spencer also holds a copy of the printed edition at Summerfield B2655.

The volume was weakened by past water and mold damage and so required especially careful handling throughout the treatment process. After photographing the volume in its pre-treatment condition, I first cleaned the residual mold using soft brushes and low-suction HEPA vacuum, working in our bio-safety cabinet to reduce my exposure to the mold (and prevent contamination of other collection material). After the volume was cleaned, I removed the damaged binding and took apart the sewing.

The most time-consuming part of the treatment involved mending tears, filling losses, and guarding the sections (adding a reinforcing strip of thin Japanese tissue along the fold to strengthen it prior to sewing). The manuscript also has numerous notes and additions pasted in which needed reinforcement or reattaching. Once all the mending was complete, the volume was ready to be sewn and bound. In discussions with Special Collections curator Karen Cook, we considered different options for rebinding the book and settled on a conservation paper case binding, which would provide gentle support for the fragile text.

I sewed the volume with fine linen thread over three cords, adding new endpapers, and added sewn endbands of the same linen thread around rolled paper cores. After lining the spine with Japanese paper, Western laid paper, and linen, I attached a new case of medium-weight handmade paper. The case is attached only by the linen spine linings and by the sewing and endband supports which are laced through the case. The result has an appearance that is similar to and visually compatible with historic limp bindings. This structure has the added benefit of being easily removed if future caretakers of this volume wish to rebind it in a different fashion.

The newly-bound volume is housed in a clamshell box along with the old boards. While this manuscript is still fragile, the repairs and new binding will allow it to be consulted by researchers in the reading room, which was not possible in its prior condition. To view this manuscript or any of Spencer’s collections, you may make an appointment to visit the reading room during our updated hours.

During the summer of quarantine, I constructed quite a few bookbinding models to try out structures I was reading about or hadn’t made before. I decided to finally pursue my dream of constructing a medieval girdle book. This style of bookbinding is most easily identified by an extension of the covering material, which often ends in a knot. The extension and knot allow for the book to be attached to a belt and carried on the person.

Only twenty-three girdle books are known to exist today, but if we judge by their presence in medieval art, they were a popular commodity at the time. Manuscript books were luxury items, so their representation in art signifies wealth and prestige. Because these books were meant to be carried on the body, they are usually quite small.

Girdle books have a lot of components, many of which were difficult to acquire early in the pandemic. So I reached out to bookbinder and teacher Karen Hanmer to see if she would sell me the raw materials. She enthusiastically agreed, sending me every last component to make the book, as well as an in-depth instruction manual. Because I have bound books for many years, the manual was sufficient for completing the project. However, for someone new to bookbinding, I recommend taking her class in person.

The first step was to construct the text block. I folded papers into groups of four sheets each (called a section or quire). A piece of parchment, a type of animal skin, was hooked as an endsheet around the outer sheets of the first and last section. The sixteen sections were pressed under a board and heavy weight. After a few days, I sewed the sections on sets of linen cords, using a device called a sewing frame that holds the cords taut. The sewing structure used on this book is called “packed” sewing, which requires sewing around the double cords and looping around a few times in between each quire to add strength along the spine.

The sewing creates a natural round at the spine. In order to hold that shape, I placed the textblock in a press, further shaped the spine with my fingers, then attached parchment strips between the middle sewing supports with wheat starch paste. The parchment extended beyond the edge of the spine, to be attached to the inside of the boards.

The next step was to sew endbands at the top and bottom (head and tail) of the book. During the medieval era, the endband was sewn on a core (in this case, linen cord) that extended beyond the spine and was laced through the boards to add stability to the book. I chose to sew a primary endband using linen thread wrapped around a linen cord core. This style of endband has the bead (or thread pass-over) on the back. Then I sewed a secondary, decorative endband over it using blue and yellow silk thread, with a bead on the front.

The boards on medieval books were almost always made of wood. I’m not an experienced woodworker, so the wood shaping steps took a lot of time. I shaped the wood at the spine edge to accommodate the round of the textblock spine, on both the inside and outside of the wood piece. The other edges were beveled. Next I marked and drilled holes for the sewing and endband cords to lace through the wood, and chiseled channels between the two sets of holes. A channel was also cut and chiseled to accommodate a strap at the fore-edge

Once the cords were laced through and wedged in place, the book was ready to be covered. Karen offered me a few options, and I chose grey pigskin. I have repaired many books covered in pigskin but hadn’t bound any new ones in the material. As expected, pigskin was tougher and less pliable than calf or goatskin. Once dry, the vellum spine lining extensions would typically be adhered to the inside of the wooden boards. I decided to leave them unattached at the front and adhered at the back, since I will use this model as a teaching tool and I wanted to show steps in the bookbinding process.

To close the book, Karen suggested making a simple clasp from brass rod, with a brass escutcheon pin on the center edge of the top board. The strap is a laminate of pigskin and airplane linen. I laced the strap through the back board and adhered it on the inside in the channel cut into the wood. Medieval books were often written on animal skin, which has a spring to it, so clasps were necessary to keep the book closed.

Karen’s kit was so complete that she even included some finishing embellishments. A contrasting gray leather was used to create the traditional Turk’s head knot that is often found at the end of the leather extension. I decided to create a simple design on the outer covers with a bone folder, and added upholstery tacks as bosses (traditionally used to protect the leather when the book was placed on a surface). Karen thoughtfully even included tiny scraps of parchment to create markers on the edges of the book’s pages.

While this project took many evenings and weekends over a few months, I am very pleased with the results. I will add this model to our bookbinding model collection in Conservation Services, to teach bookbinding history to classes and public visitors.

Whitney Baker
Head, Conservation Services

It’s hard to believe it’s been almost three months since we began working from home. Since March 18, most University of Kansas employees have been working away from campus as we do our part to slow the spread of COVID-19. I wrote about how I filled my time for the first month of work-at-home back in April; it’s now June, so I thought I would check in with an update. 

Much like the first month of working from home, I’ve spent most of my time doing online learning, development, and outreach activities, with Zoom meetings and some hands-on work rounding out the mix. 

In the professional development area, I’ve attended or viewed no fewer than 18 webinars, online forums, and recorded talks on topics ranging from preservation and conservation, of course, to social justice, wellness, and all things COVID-19 related. Highlights for me have been the series of conservation webinars sponsored by ICON, the professional organization for conservators in the UK; these talks have given me lots of ideas to follow up on when a more “normal” way of working returns. I have also been enjoying attending the virtual AIC – that is the American Institute for Conservation – annual meeting. And an especially powerful Zoom panel hosted by USC on supporting black employees and colleagues provided an intensely personal view, unfiltered by media accounts or editorializing, of how the culture of racial injustice in our country affects black people every day. This most recent national outpouring of emotion about racial injustice has led me to commit consciously to doing my own work to educate myself about racial inequality and to seek out ways in which I can be an anti-racist ally in both my personal and professional life.

I have also been spending time online posting to social media (you can find me @midwestconservator on both Instagram and Tumblr) about what I’m working on at home, and following other conservators and library professionals who are also sharing their remote work activities. Preservation Week was April 26-May 2, and I had a lot of fun designing a series of special infographics to share during that week, focusing on the incredible volume and variety of work done by student employees in the Conservation Services department. I’ve stayed in touch and engaged with my colleagues in the Libraries and the conservation field through a lot of Zoom meetings as well as good old-fashioned emails and phones calls!

To balance all that online time, I’ve kept up with some hands-on projects, with my kitchen table serving as both office and workbench. I’ve been making some small models of limp bindings, and doing a lot of reading to go along with those. I’ve sewn some denim covers for bag weights, and made a small book futon to use at my bench in the lab. I also made myself a pile of masks to wear when I return to working in the lab. The return to campus will be phased, and early stages will certainly require use of face coverings in shared spaces such as the conservation lab. 

Angela Andres
Special Collections Conservator
Conservation Services

In the first installment of this two part blog series, the Kansas artist, Mary Huntoon, was introduced. We shared how her print, Kansas City, Kansas Grain Elevators, was prepared for an overall washing treatment in order to reduce several dark brown stains along the top edge that interrupted the image area and created bulging in the surface.

Before any washing treatments are performed on works on paper, all media are tested with the proposed washing solutions to ensure their stability. The surface is also checked for any areas where the print may have been previously restored, or even re-touched by the artist with another material that might be water-soluble. I carefully examined the print under magnification during testing in order to make sure the ink and paper were safe for washing. Everything checked out, so I was ready to start the washing step.

Prior to washing, the print was gently surface-cleaned and the brown paper attachments were removed. You can read more about these steps in the first blog post about this treatment.

Before a work on paper is placed into a bath, the entire object must slowly undergo a humidification step. This helps to relax the paper and the media and prevents aggressive swelling. Then the object is gently sprayed with deionized water using a fine mist attachment in order to fully saturate it. This step-wise procedure ensures a gentle transition for the object into the bath.    

The print was washed in successive baths of pH-adjusted deionized water and air-dried. I examined the print once again to assess the progress of the washing step. The stains had noticeably lessened, but they were still quite visible, and I decided to test another stain reduction technique.

Using a small brush, I gently introduced very small applications of a dilute reducing bleach to the stained areas. This reduced the stain to an almost undetectable level. Then the bleach was fully rinsed with additional baths of pH-adjusted deionized water. I used an ultraviolet lamp to check to see that all the bleach, which fluoresces under ultraviolet radiation, was rinsed away.

After the stain reduction and overall washing was complete, it was time to address a few structural concerns. Weak creases in the upper corners made the print vulnerable to breakage and tearing, so I reinforced them using Japanese paper applied with wheat starch paste we make in our conservation lab. Instead of cutting the Japanese paper, it is wetted and torn. This torn edge makes use of the long kozo fibers in the paper and creates a strong mend that integrates well into the paper. After all the mends and reinforcements were complete, the print was humidified a second time and flattened between thick felts. Pressing between felts helped to remove planar distortions along the edges, while also maintaining the plate mark of the etching.

Now that the treatment is complete, the print is ready to be returned to the collection where it can be safely examined by visitors to the Kenneth Spencer Research Library.  

The Kenneth Spencer Research Library is home to the collection of papers and original artwork by Kansas artist and art therapist, Mary Huntoon (1896 – 1970). As part of a collaborative initiative between KU Libraries and the Spencer Museum of Art, funded by the Andrew W. Mellon Foundation, many of the prints, drawings, and watercolors by Huntoon will be treated.

Jacinta Johnson, Associate Conservator, Mellon Initiative