From: The Philadelphia Inquirer, May 23, 1999

CHERRY HILL -- Some found transcripts of a Salem witch trial.

Others turned up sketches of women's fashion trends after the Civil War.

But for 14-year-old John Kerbatsos, the day's highlight was scrolling through the Gettysburg Address -- in Greek.

"I know how to speak good Greek, but I don't know how to read it too much," the Carusi Middle School student said last week during a social studies lesson taught with the help of a virtual textbook. The Web site he was using included a link that translated the speech into 28 languages.

The electronic text, part of a project called Beyond Books, fit into teacher Dallas Heinemann's agenda to make American history more accessible to her eighth-grade students.

For the last two months, her lesson plans have included regular trips to the computer lab, where students were able to explore topics ranging from the impact of slavery to inventors and inventions.

"This allows so much for appealing to every ability level," said Heinemann, a 31-year teaching veteran.

So far, the virtual textbook, which features two units spanning the colonization of North America through Reconstruction, has been a hit with students.

"It keeps your attention," said Jossie Gray, 14, who was doing research for a diorama on witchcraft in Salem during the 17th century. "It gets so boring reading from a textbook."

Cora Provins agreed.

"This is a lot more interactive," she said.

Provins and her friend, Elizabeth Holm, produced a slide show on Andrew Jackson, complete with graphics and sound effects. "We learned how in our media class," she said, beaming.

Heinemann said Beyond Books encourages students to do projects that encompass more than one subject and draw on skills learned in a range of classes. "They have so much flexibility," she said. "You have to be really comfortable just flying with it."

But that flexibility has its downside, especially for teachers contemplating their first foray onto the information superhighway.

For starters, it's a lot more work, Heinemann acknowledged. She spent most of last weekend compiling a detailed project outline and independent study guide to help her classes focus their studies.

"I didn't get to go golfing at all," she said. "But if you don't give them direction, forget it."

Plus, scheduling computer lab time can be tricky.

"That's what keeps other teachers away from it," she said. "You have to plan in advance."

Though Heinemann said she was skeptical that the online text could ever replace the old-fashioned kind with pages and binding, she said it served as a strong supplement to her lessons.

And the information is always up-to-date, unlike other school books that often become outdated before the ink dries.

"Technology is the direction things are going," Heinemann said. "If you're staying in teaching for a while, you have an obligation to check it all out."