ad over, 12.7 percent were migrants ring the war period. Nevertheless, 0.8 percent of persons under 14 years age were also migrants.

The extent of the effect of migration pon interstate school attendance shifts evident from the high correlation beeen wartime changes in average daily tendance and wartime changes in civan population. These data for the 39 ates for which statistics are available e shown in the accompanying table. ough the population figures cover a Fear period only, and are therefore

strictly comparable to the 4-year an of the attendance statistics, the ationship is striking.3

Due to war conditions the drop in atdance exceeded the drop in civilian ulation. It may be noted, however, t most of the States which increased civilian population lost very little,

Correlation coefficient of .80.

or actually increased also, in average daily attendance; for instance, California, Florida, Maryland, Nevada, Oregon, Utah, and Washington. On the other hand, States losing heavily in civilian population, e. g., the out-migration States of Arkansas, Kentucky, Nebraska, North Dakota, South Dakota, and Oklahoma, also lost heavily in average daily attendance.

This is shown graphically in the two map diagrams, charts 1 and 2. Notice

able is the cluster of States on the West Coast which have faired best in civilian population (chart 1) and in school attendance (chart 2). Another band of States with less than average civilian population loss are several of the coastal States, beginning with Texas in the South Central region and ending with Maryland and Delaware in the South Atlantic region. These are also States suffering relatively small drops in

school attendance (chart 2). Another cluster of States in the industrial East North Central region gained in school attendance and population. States with greatest net losses in population were those in which school attendance decreased most. For the most part they were States in the central part of the United States, with the exception of out-migration New England and Middle Atlantic areas.

The foregoing does not reflect the vast redistribution which has taken place within States, but it is sufficient to demonstrate the effect upon the countrywide provision of educational opportunity of large-scale movements of the American people. It is evident that careful attention must be given to postwar population redistribution in local, State, and interstate planning of educational programs.

(See table on next page)

are

Public Documents Course Ways in which librarians can make best use of publications issued by National and State governments taught in a short correspondence course recently announced by the extension division of the University of Wisconsin. Entitled "Government Publications and Pamphlet Collections," this course is designed to help librarians obtain, evaluate, and use public documents effectively in their service to readers.

According to the university's Press Bulletin, the present widespread activities of our Government are reported to account for increased demands upon libraries for publications of Federal, State, and local governments.

Nutrition Education in the Schools

by W. H. Gaumnitz, Specialist in Rural Education

The need of nutrition education in the schools has long been emphasized by the U. S. Office of Education, as an examination of its various publications in health education, physical training, home economics education, and agricultural education will reveal. More recently the Office has collaborated extensively with other agencies and organizations to give greater emphasis to this field of service. A nutrition education committee, consisting of representatives of home economics, elementary, rural, Negro, and agricultural education, and of distributive trades was appointed some time ago. The group meets from time to time to consider problems and possibilities in the field of nutrition education. There are no special funds to carry on the various projects and activities it undertakes. Despite this situation, the committee has accomplished considerable in the three following areas:

1. It has planned and conducted regional conferences of State school authorities in which these officers have been guided in developing ways whereby representatives of elementary, secondary, home economics, and agricultural education of the States could cooperatively provide nutrition education within the States represented by the conferees.

2. It has stimulated, collaborated, or helped in the preparation of the following publications of the Office of Education relating to nutrition education:

Making School Lunches Educational, Nutrition Education Series Pamphlet No. 2, 1944.

A Study of Methods of Changing Food Habits of Rural Children in Dakota County, Minnesota, Nutrition Education Series Pamphlet No. 5, 1944.

A Nutrition Workshop Comes to the Campus, U. S. Office of Education, War Food Administration, and Indiana State Teachers College, 1944.

Food Time-A Good Time at School, School Children and the War Series Leaflet No. 4, 1943.

Nutrition Education in the Elementary School, Nutrition Education Series Pamphlet No. 1, 1943.

Food for Thought (The School's R sponsibility in Nutrition Education Education and National Defense Ser Pamphlet No. 22, 1941.

Nutrition Education in the Sche Program, reprint from SCHOOL LIF Vol. 26, 1941.

3. During the past year, the cr mittee has given emphasis to the prelem of training leaders for teacher training institutions and supervis positions, who, in turn could help be teachers in training and those alrea employed in the schools to deve ways and means of combining nutrit education with their their work. W funds provided through the U. S. I partment of Agriculture, a demonstr tion workshop was held at Terre Hau Ind., to which leaders from the varie States were invited to learn of the late methods and devices available in t field. These efforts are now resul in a number of similar nutrition e cation workshops within the sere States for local teachers and super visors, directed by leaders who atten the workshops at Terre Haute last

mer.

Nutrition Education-What is it?

What do we mean when we speak nutrition education in the schools! we think about this question many us become aware (1) that it is s thing we did not get when we we school, (2) that we did not teach when we ourselves later taught, and that even today we search in vain nutrition education as a subject of: school curriculum. Educational ers have awakened to the need of ing teachers aware of the wide o rence and dire consequences of mai trition, and they are now devising and means of teaching essential: facts to children and of developings isfactory eating habits in the sh

Conceived in its broadest sense. trition education in the schools is cerned with the whole business of getting, production, storage, const tion, selection, preparation, serv and consuming, and even with dige and assimilation. It entails the

lems of obtaining sufficient funds to buy food, using available funds in such a manner as to obtain the best nutritional results, planning meals economically, serving them under clean and pleasant circumstances, forming regular eating habits, and securing proper rest and sleep. Nutrition education is an integral part of health education; instruction in hygiene and sanitation; home economics and consumer education; social studies dealing with national, community, and family mores; and eating practices in the pre-school, n-school, and post-school periods of the hild's life.

Planned Part of School Experience

Nutrition facts and the need for nstruction in this field are not new. Nutrition education, like many other ubjects coming into the focus of public ttention from time to time, has long een a concern of the schools, but the resent emphasis given to it and the rogress made by it are new. The task f providing nutrition education in the chools cannot be left to chance; neither an it be solved in the usual manner of lding another subject to the curric

um.

Nutrition education must be made a anned part of almost every school exerience of the child. An abundance of xamples are now available in the growg literature in this field to show that ere are opportunities for teaching nution in history, science, reading, ithmetic, geography, art, and home onomics classes. Like the teaching of alth and hygiene, nutrition education ust be a responsibility of every teacher every subject. It must become one of e major purposes of such school activis as school lunches, school gardening, ool canning centers, home projects in -iculture and homemaking, health veys, and physical education pro

ms.

Nutrition education, in short, st become a definite part of both the ricular and the extracurricular activs of the school.

s in “Everybody's Business”

o avoid the risk that a subject which erybody's business may become no's responsibility it is necessary that ol administrators, supervisors, and parents shall carefully ners, the nutrition education program of

the schools. If definite planning and programing is to take place, the schools must employ not only nutrition leaders and supervisors but teachers who know the essential facts of dietetics. What is more important, they must see to it that teachers receive training in nutrition education techniques and procedures.

It follows, therefore, that much more emphasis than formerly should be given by teacher-training institutions to the preparation of leaders and teachers in this field. If the schools are to make their maximum contribution to this important aspect of education, more trained leaders in nutrition education must be employed by the various school systems to provide in-service training and guidance for teachers in this field.

It Can Be Done! Say

Home Economists

Experience stories of successful school lunch programs, begun on a small scale when odds seemed against even the possibility of making a start show that "where there's a will there's a way."

Take, for example, the small rural school, with one or two classrooms, and perhaps a wrap closet and a hallway, but no spot in sight for a real kitchen, no obviously suitable place for a stove or hot plate, no equipment of any kind, large or small, and no funds for school feeding.

Under such conditions as these, school lunch programs have been set up. Why? Because the need existed, in the form of children who came long distances, had breakfast early, and needed some hot food in the middle of winter days, even if it was only hot cocoa, soup, or some other hot dish to eat with their packed lunch carried from home. How? The hard way, by the efforts of an interested group or one or two individuals who were determined to get together some equipment and the few funds necessary to make a start.

It can be done, because it has been done, sometimes by the rural school teacher and the county home demonstration agent; sometimes by a few parents (in or out of the PTA group); other times by the county nutrition

committee, and still other times with the assistance of 4-H club members working under the direction of their county leader.

Seeing the need and having the will to do the job is a first requisite. Deciding on some spot in the one- or tworoom school where food can be prepared and planning how that spot can be made suitable is the next step. Listing the minimum equipment needed for the preparation of the lunch-whether it is to be one dish or a complete noon meal— comes next.

At this point, equipment may be donated, or funds may be raised for its purchase by church suppers, bazars, food sales, school plays, or any one of many other means. Some of the money may be put in a "revolving food fund" so that food can be bought to supplement what the parents decide to donate, or to supplement what the school purchases with Government funds if it is eligible to take advantage of the school lunch reimbursement program of the U. S. Department of Agriculture. There are many ways for an interested local group to prove that "it can be

done."

The number of lists of "minimum" equipment for school feeding programs about equals the number of groups that have worked on this problem. The list which follows is representative of those found in many school lunch publications, and will be adequate to prepare one or two hot dishes for as many as 20 pupils.

Stove, 1 (2- or 3-burner oil or 2 electric or
gas plates) with oven, if possible.
Table or other working space, 1.
Cupboard, cabinet or other storage space,
preferably with tight fitting door (for
equipment and supplies).

Kettles, 2 (8 or 10 quart size).
Measuring cups, 2 (aluminum or glass).
Long handled spoon, 1 or 2.
Paring knives, 2.
Butcher knife, 1.
Long handled fork, 1.
Case knives, 2.
Ladle, 1.

Vegetable brush, 1 or 2.
Dishpans, 2.

Dish towels, 6 or 8.
Dishcloths, 3 or 4.
Strainer or colander, 1.
Baking pans, 2 (medium size).
Tablespoons, 2.
Teaspoons, 2.

(Turn to page 30)

Interest in the life, culture, and education of other countries by the U. S. Office of Education is not new. It is as old as the Office itself.

In his first annual report the first U. S. Commissioner of Education, Henry Barnard, states in the introduction to a section on Female Education at Home and Abroad, "In addition to elaborate articles, new and old, we propose to bring together, in successive numbers, the best suggestions we have taken note of in our reading by different authors, in different ages and countries, as to the instruction and practical training of girls." Extending this to education in general it seems to fit in well with our underlying aim of today of promoting international understanding. The report also includes sections on: Opinions of European educators and statesmen, practice of European Republics, school system of the Canton Zurich, system of secondary schools in Prussia.

Commissioner John Eaton in his report of 1870 discussed "Our International Educational Relations," and included in his report of 1872 an "Annual Statement of the Progress of Education in Foreign Countries," with particular reference to Argentina; England; Bengal, India; Austria; Australia; and Ecuador.

Interest in education abroad was particularly strong during the period of Commissioner Harris. It was then that Anna Tolman Smith came to the Office and laid the foundations for the Division of Foreign School Systems known more recently as the Division of Comparative Education.

To assist students from the other American Republics who wished to enter our colleges and universities after the Buenos Aires Convention of 1936, a specialist was added to the Division of Higher Education through funds furnished on a cooperative program by the

Department of State. The volume of students arriving in the United States and the needs of the service soon out

grew the provision for a single specialist, and in 1941 funds were provided on a cooperative program by the State Department which enabled the Office to set up the Division of Inter-American Educational Relations. With the establishment of this division, the increased interest throughout the country in life and culture in our neighbor republics and the large number of requests coming to the Office for information led gradually to the establishment within the Division of Inter-American Educational Relations of a service on instructional materials on the American Republics. The service has now come to be a two-way service furnishing on the one hand instructional materials about the other American Republics to teachers in the United States; and on the other, instructional materials about the life, culture, and education in our country for teachers in Central and South America.

As the war developed into global proportions and interest in international affairs expanded to all areas of the world, the demands on the Office for service increased. To meet them, the Divisions of Comparative Education and Inter-American Educational Relations were merged to form the Division of International Educational Relations which comprises the three sections of:

American Republics Educational Relations, Near and Far East Educational lations, Near and Far East Educational Relations, and European Educational Relations, including the British Empire. The objectives of the division are twofold:

1. To interpret to people of other countries through educational agencies abroad the life, culture, and educational systems of the United States; and

2. To help the people of the United States to understand and appreciate the

life, culture, and educational systems other countries and their contribut to our national life, culture, and eds. tion by developing a system of servin to our schools, colleges, and universit that will assist these institutions in the educational work for international derstanding and good will. These s ices include:

a. Diffusion of information ab educational systems, and education methods, practices, and developments

other countries;

b. Evaluation in terms of educat in the United States of credentials) studies completed in other countries:

c. Facilitating the exchange of dents, teachers, professors, and ed tional specialists between the Un States and other countries;

d. Preparation and exchange of re ble and instructional materials al the United States and other countries

Interest in education and cult abroad in the Office is not confine the Division of International E tional Relations. Each of the other visions of the Office, particularly: four Divisions of Elementary, Sec ary, Higher, and Vocational Educat is interested in education and cult abroad with particular reference tot own area of interest. This intere special fields of education and t quests for information about the culture, and education in other cour

that come to the division serve as a in the type of information it endes to obtain and make available to the cational world at large.

U. S. Office of Education Librar

In connection with the Office source of materials for internat understanding, the importance of U.S. Office of Education Library sa not be underestimated. It has bee. main educational library in the cen since its establishment in 1870 thn the acquisition of the Henry Bar Library, supplemented later by extensive and valuable gifts.

It has been the policy of the since its founding in 1867, to sol from other countries for the use of specialists and other research wel