Search results

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Resurgent interest in the life and work of the Italian Cambridge economist Piero Sraffa is leading to New Directions in Sraffa Scholarship. This chapter introduces readers to some of these developments. First and perhaps foremost is the fact that as of September 2016 Sraffa’s archival material has been uploaded onto the website of the Wren Library, Trinity College, Cambridge University, as digital colour images; this chapter introduces readers to the history of these events. This history provides sharp relief on the extant debates over the role of the archival material in leading to the final publication of Production of Commodities by Means of Commodities, and readers are provided a brief sketch of these matters. The varied nature of Sraffa scholarship is demonstrated by the different aspects of Sraffa’s intellectual legacy which are developed and discussed in the various entries of our Symposium. The conclusion is reached that we are on the cusp of an exciting phase change of tremendous potential in Sraffa scholarship.

CIRCULAR 452. MINISTRY OF HEALTH, Whitehall, S.W.1. 8th November, 1923. SIR, I am directed by the Minister of Health to forward for the information of the Local Authority the enclosed copy of the Public Health (Dried Milk) Regulations, 1923, prescribing the labelling and composition of dried milk. The Regulations will come into operation on the 1st May, 1924.

In surveying the state of the art of reference materials for children and young adults in both school and public libraries, it is necessary to reaffirm certain “givens” about such a broad field. As in any other library, selection depends so much upon the clientele. A K — 3 grade school would have simple encyclopedias (of which there are few), e.g. Childcraft (Field), the Golden Encyclopedias, picture dictionaries and similar materials. The K — 6 or the K — 8 would include these and increasingly sophisticated types of reference, depending upon budget and the reading or research interests of the children. For example, some elementary school age children seriously want to know “all there is” about solar energy, computers, transistors, comic books and beasts of the tar pits. Others want only “facts” about sports heroes, stamps, or other collectibles. High school students are interested in the same pursuits, many of them at a highly sophisticated level. Young patrons of public libraries, quite often, are either the most proficient in reading and research skills, or the most lacking in any kind of conceptual application. Therefore, reference collections for this widely spaced age group are diverse in definition, scope, and numbers of volumes. Indeed, some books at an elementary age level are designated reference for three major reasons: 1) to direct children to a book which they might want but cannot find unless it is limited in the place or time allowed for use (e.g. some books on codes); 2) books that are comprehensive and include a quick fact presentation (these are often found in the 500's, 600's, etc., as a general categorical statement, but such a location is not always understood by the very small child who wants information; or 3) the dictionaries, encyclopedias and other books of encyclopedia information as understood by adults but written on a very beginning level. Too often, a college or general public librarian does not understand the microscopic pieces of information that are reference in nature to the growing child. Ideally, this type of reference should be available in kindergarten or even in pre‐school with instruction in its use (which is “fun” oriented, for learning is fun to the small child) at the same school or pre‐school levels.

SEPTEMBER sees the irrevocable passing of summer and the inevitable looking forward to autumnal plans. Such plans must be made, even in the shadows of this world situation, which as we write are as menacing as they have been since war began, and before these words appear another fourteen of the sixty days which Mr. Lyttleton warned us would be the gravest in our history will have elapsed. That leaves a formidable margin for possibilities. Librarians, as deeply involved as any people in the conflict, must nevertheless act as if the work of life will go on, even if not as in peace. Our difficulties do not lessen; more and more of our lads and girls, and some rather beyond the age these words cover, are being removed from libraries; the book situation worsens; and the demands for books increase, especially in what until recently were evacuation areas, to which many of our exiles have now returned.

WE look before and after at the beginning of 1951. The three cardinal dates in the history of the public library movement—which is only the larger part of the national library service—were 1850 which saw the legal origin of the movement; 1919 when it was set free from the enforced poverty of sixty‐nine years, and 1950 when it reached what until today was its veritable apotheosis. General recognition, such as authority from the Crown to the humblest journal gave to public libraries, was something undreamed of not more than thirty years ago. Perhaps, now that some of the splendour of the commemoration has taken more sober colours, it is well to consider what was gained by it. First, the recognition is there and can scarcely be belittled by anyone hereafter; we stand on a somewhat different platform now. We have the extremely valued recognition of our colleagues from libraries overseas. From these advantages all libraries and not only public libraries will in their own way profit.

Maintaining an adequate nutritional state, important at all times, is never more so than during the dark days of Winter. The body reserves are then taxed in varying degrees of severity by sudden downward plunges of the thermometer, days when there is no sight of the sun, lashing rains and cold winds, ice, frost, snow, gales and blizzards. The body processes must be maintained against these onslaughts of nature — body temperatures, resistance against infections, a state of well‐being with all systems operating and an ability to “take it”. A sufficient and well balanced diet is vital to all this, most would say, the primarily significant factor. The National Food Surveys do not demonstrate any insufficiency in the national diet in terms of energy values, intake of vitamins, minerals and nutrients, but statistics can be fallacious amd misleading. NFS statistics are no indication of quality of food, its sufficiency for physiological purposes and to meet the economic stresses of the times. The intake of staple foods — bread, milk, butter, meat, &c., — have been slowly declining for years, as their prices rise higher and higher. If the Government had foreseen the massive unemployment problem, it is doubtful if they would have crippled the highly commendable School Meals Service. To have continued this — school milk, school dinners — even with the financial help it would have required would be seen as a “Supplementary Benefit” much better than the uncontrolled cash flow of social security. Child nutrition must be suffering. Stand outside a school at lunch‐time and watch the stream of children trailing along to the “Chippie” for a handfull of chip potatoes; even making a “meal” on an ice lollie.