Superseded Children’s Fiction in Other Languages.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Rationale for collecting superseded children’s fiction.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 They are usually withdrawn and discarded.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Superseded English Children’s fiction.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Rationale for collecting superseded children’s fiction.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 They are usually withdrawn and discarded.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Superseded Books for Teaching and Learning (English).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Once books published for teaching and learning become superseded their working life is over.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Superseded Books for Teaching and Learning (English).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Rationale for collecting superseded books. Once books published for teaching and learning become superseded their working life is over.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.
These photos were taken by Raymond Tucker on 9 June 1972, when Wits students were protesting in support of the striking students at Turfloop, and against the lack of educational facilities for Blacks. Raymond Tucker was one of the lawyers who represented the students who were arrested after the police attacked that day.
