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A model curriculum for the training of specialists in document preservation and restoration
Y P Kathpalia
1. INTRODUCTION
1.1 A worldwide survey in 1976-1977 of facilities for the preservation and restoration of archives showed that most countries lack facilities for this work. The survey also revealed a desire amongst custodians of archives to preserve their holdings on modern scientific lines, to develop facilities for preservation and restoration work, and to train their staff in modern procedures for carrying out the work scientifically and successfully. In addition, the survey identified countries where facilities for training are available.
Training Facilities
1.2 Europe and North America have reasonably adequate facilities for training. A few associations like the Society of Archivists in the United Kingdom and the Society of American Archivists in the United States of America have also taken up the task of training persons wanting to join and also for those working in the profession. In the private sector, schools like the Camberwell School of Arts and Crafts in London, conduct courses for two to three years. There are a number of such training centres in developed countries. Various archives services conduct in-service training for persons deputed by archives services in developing countries.
1.3 Among the training centres identified in developing countries are the School of Archival Studies of the National Archives of India, New Delhi; the School for Archivists at Cordoba in Argentina; and the two regional centres operating in Africa - one at Accra in Ghana, for Anglophone countries, and the other at Dakar in Senegal, for Francophone countries; both schools were set up with the aid of Unesco.
1.4 It is only at the School of Archival Studies, New Delhi, that facilities for training in both preservation and restoration are available for specialists as well as for technicians. The curriculum for these courses has developed over the years and is based not only upon needs of archives and the archival profession, but also on the experience gained in training in developing countries.
Deterioration
1.5 Large numbers of documents in developing countries are in an advanced state of deterioration due to climatic factors, internal degradation, catastrophes, improper handling, poorly designed storage areas, use of untested materials - which have done more harm than good to documents - and lack of trained staff.
1.6 There are instances in a number of countries where the trained staff have either made no efforts regarding preventive preservation of records, or else have become complacent because of lack of facilities and paucity of trained technicians. The result is for all to see. Archives have deteriorated to such an extent that they break upon being touched, storage areas remain full of dust and infested with insects, and fungus spores lie dormant awaiting favourable conditions for growth and infestation.
1.7 Another serious problem is the use of untested materials for repair by trained technicians in the absence of standardization and testing facilities. For example, some of the materials, techniques and equipment commercially available have done and can do more harm than good to documents, thereby affecting their longevity. Those that are suspect are sprays used for consolidation, i.e. resizing and strengthening; the wide range of synthetic adhesives, specially those containing polyvinyl chloride; adhesive-coated tissues (a large variety of these are on the market as a result of the rise in prices of products based upon petroleum); folders and boxes not made of acid-free materials; materials of inferior quality intended for use in restoration, such as rosin-sized paper, tissue paper, improperly formulated cellulose acetate film, etc.; and felt pens and pressure-sensitive tapes.
1.8 All of these have added to the problems of preservation and restoration, which can only be solved by the standardization of materials and procedures, equipment, methodology and training of staff, based upon a curriculum that meets the basic needs for preservation and restoration.
Aims of Study
1.9 The primary aim of this study thus is to suggest a
training programme based upon a curriculum which will provide a
scientific approach to both preservation and restoration work for
the persons employed in or likely to be engaged by archives for
this purpose.
The initial emphasis will be on preventive preservation rather
than on restoration, for such preservation not only helps prolong
the keeping qualities of the documents and other archival
materials, but also saves on cost. The difference between
preventive preservation and restoration in terms of cost is in
the ratio of 1:10 per document sheet.
1.10 The study also proposes to standardise well-known techniques and to provide impetus for the supervisory staff to develop new processes or experiment with new techniques with a view to adapting them for particular requirements. Such a step is necessary in view of the varying conditions and types of documents, of the materials on which documents are composed, and of the availability of equipment and chemicals.
1.11 Preservation and restoration facilities need planning to get better results. The staff of the school of archival agencies should have knowledge of management techniques for planning adequate facilities, for procuring equipment and materials, and for adapting the new methodology that has been developed and is available or is likely to be developed in the near future. Above all the staff should be equipped to devise plans to counteract emergencies that may arise, instead of being overpowered by disasters such as the Florence floods, earthquakes, fire, etc. The training and the curriculum upon which it is based should ensure:
a) preservation to minimise the degradation of archive materials, i.e. proper preventive preservation;
b) restoration on scientific lines with a view to reinforcing documents with utmost speed and at a relative low cost; and
c) standardized methodology to ensure that the trained technicians carry out the required procedures on scientific lines.
4. GUIDELINES
4.1 A recent survey of facilities for preservation and restoration reveals that archivists in developing countries are aware of the need for such facilities. Vast qualities of documents in developing countries are in an advanced state of deterioration and need immediate attention on scientific lines. In some cases the damage has been done because of use of materials of doubtful values and of wrong techniques (paragraphs 1.1 - 1.7).
4.2 There is a serious need to standardise the preservation techniques as far as methodology is concerned, to promote the use of tested and approved materials, and to provide impetus for supervisory staffs to develop new processes or experiment with new techniques and adapt them to their own needs. All these objectives could be promoted through greater harmonisation of the training programmes in the information field. In addition, it is essential to plan and develop specialised facilities for preservation and restoration, and to train the persons deployed for such work in archives, libraries and other information centres (paragraphs 1.8 - 1.13).
4.3 However, it is not desirable to establish training schools with inadequate programmes or at places where adequate funds and facilities are not available. Control over the curriculum and its division into various topics should be with the school or centre where the training is arranged (paragraphs 2.4 - 2.6).
4.4 In the beginning training could be associated with the ICA Regional Branches, viz. ALA, ARBICA, CARBICA, CENARBICA, ECARBICA, PARBICA, SARBICA SWARBICA and WARBICA. Adequate training facilities in some of these regional areas already exist (paragraph 2.12).
4.5 The training, in addition to turning out trained staff, should ensure that trained persons are able to carry out their respective jobs (paragraph 2.15).
4.6 The curriculum envisaged is twofold:
(a) for specialists, i.e. graduates who work as supervisors to organise facilities and guide staff where necessary; and
(b) for technicians, i.e. non-graduate staff who actually carry out the preservation and restoration work (paragraph 3.1).
A. CURRICULUM FOR SPECIALISTS, i.e. GRADUATES 300 hours
THEORY 50 hours
(i) Introduction to preservation and restoration.
(ii) Material basis of documents, including microfilms, tapes and other audio-visual materials.
(iii) Preventive preservation.
(iv) Storage - various types.
(v) Shelving and storage environment.
(vi) Buildings - stress on existing ones for scientific preservation.
(vii) Importance of standardization in preservation work.
(viii) First aid following disasters - flood, fire, etc.
(ix) Health and safety in the workshop.
(x) Restoration - various techniques and methodology.
(xi) Binding of repaired documents and rebinding.
(xii) Cost comparison of various processes.
(xiii) Planning of a preservation unit.
(xiv) Seminars (five or six on the above topics (paragraphs 3.5 - 3.19).
PRACTICAL WORK 250 hours
(i) Fumigation techniques.
(ii) Cleaning - manual and mechanical.
(iii) Identification of components of paper.
(iv) Determination of acidity.
(v) Deacidification.
(vi) Resizing and flattening
(vii) Restoration - traditional and modern encapsulation and leaf-casting.
(viii) Binding of repaired documents and rebinding.
(ix) Mounting of maps and charts.
(x) Deciphering of faded documents.
(xi) Operation of various equipment (paragraphs 3.21 - 3.31)
B. CURRICULUM FOR TECHNICIANS, i.e. NON-GRADUATES 300 hours
(i) Use of insecticides, fungicides and fumigation processes.
(ii) Cleaning - vacuum and otherwise.
(iii) Deacidification.
(iv) Resizing and flattening.
(v) Preparation of adhesives.
(vi) Restoration of documents on paper, parchment and vellum, palm leaf, birch bark.
(vii) Restoration of seals; mounting of maps, charts, etc.
(viii) Binding of repaired documents and rebinding.
(ix) Preparation of jackets; document boxes.
(x) Labelling of boxes.
(xi) Preparation of exhibits for display.
(xii) Arrangements and storage of records in boxes; in cabinets; on shelves.
(xiii) Handling of microforms.
(xv) Operation of equipment (paragraphs 3.32 - 3.45).
4.7 After completion of the course(s), training should continue, specially in case of technicians, as in-service training in the concerned institutions. Such a programme would help create confidence in technicians, help them to handle difficult jobs and enable them to turn out quality work (paragraph 3.46).