Superseded Children’s Fiction in Other Languages. The collection includes only fiction that would have been kept in school and public libraries. (Graded readers are kept in Part 4 of this archive).
Rationale for collecting superseded children’s fiction. Once children, teachers and parents lose interest in children’s fiction books their working life is over. They are usually withdrawn and discarded. Once researchers need them as primary sources examples are notoriously hard to find. Examples of children’s fiction therefore ought to be preserved in archives.
Superseded English Children’s fiction. The collection includes only fiction that would have been kept in school and public libraries. (Graded readers are kept in Part 3 of this archive).
Rationale for collecting superseded children’s fiction. Once children, teachers and parents lose interest in children’s fiction books their working life is over. They are usually withdrawn and discarded. Once researchers need them as primary sources examples are notoriously hard to find. Examples of children’s fiction therefore ought to be preserved in archives.
Superseded Books for Teaching and Learning (English). The collection includes • graded readers, which are targeted to neo-literates of particular ages; • books targeting learners in particular grades or standards: school textbooks; tests with answers; exam guides; pupils’ workbooks; vocabularies; • teachers’ guides to particular textbooks; • books published for teachers on how to teach particular subjects, containing tips, theoretical underpinnings, or ideological underpinnings.
Once books published for teaching and learning become superseded their working life is over. They cease being current secondary sources for teachers and learners. Instead they become primary sources for researchers tracing patterns in the past. They therefore become archival in nature.
Superseded Books for Teaching and Learning (English). The collection includes • graded readers, which are targeted to neo-literates of particular ages; • books targeting learners in particular grades or standards: school textbooks; tests with answers; exam guides; pupils’ workbooks; vocabularies; • teachers’ guides to particular textbooks; • books published for teachers on how to teach particular subjects, containing tips, theoretical underpinnings, or ideological underpinnings.
Rationale for collecting superseded books. Once books published for teaching and learning become superseded their working life is over. They cease being current secondary sources for teachers and learners. Instead they become primary sources for researchers tracing patterns in the past. They therefore become archival in nature.
The handwritten notebook starts with the indictment and the listing of all accused. It also contains extensive press cuttings, some of which depict the accused during break, on the way to court in a bus; also covering the establishment of a Treason Trial Defence Fund with Ellen Hellmann and F.A.W. Lucas as Trustees; sketches from inside the court room; the trial proceeding with I.A. Maisels, Q.C. leading the defence team. Also included telegrams with well wishes and encouragement for the accused.
Reflecting on 'united front tactics'; mentioning a friend who had given him a 5 Pound note to buy Christmas toys for the children; exploring 'the class struggle' in relation to evidence by Prof Murray; sketches of international role players Russia, China and the United Nations in liberation movements.
Starting with the heading "back home again", reflecting on South Africa's political history; notes from "flood-torn Umzimkulu"; continuation of trial notes on the 18 January 1960.
