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Every individual big and small must develop the habit of reading, just for fun, and to gain knowledge, may be not only for exams. This is because, in the first place, reading is a good habit, and a book the best friend, and secondly, a voracious reader always scores better than his counterpart who does not read enough.

This habit of reading can be developed only if we get into the habit of going to a library regularly, and spending a lot of time there. That is the place that provides just the right atmosphere necessary for studies, and assimilating and retaining all the knowledge taken it.

The environment in a library is ideal for the intellectual growth of individuals. The habit of reading can be developed in younger days when we are children. So, it is my earnest suggestion to all students to develop the habit of reading, which in turn can be best achieved in a library. In order to retain the habit of reading when we grow up is, to become a member of any good library, and then, to make it a routine in the daily plan to visit the library for at least some time out of the busy schedules.

Reading is the best hobby we can develop, and the best companion to spend time. A library is the ideal place, and reading an ideal pastime.

Books contain know ledged and a library contains books. A library is the temple of knowledge and a boon to the people. It is the place where knowledge is preserved.

A library forms a very important part of an educational institution. A college library provides the students with means for utilizing leisurely hours. A library widens the knowledge of the students with new ideas and new thoughts. Every library has a reading room attached to it. It subscribes to many dailies and magazines and journals. Readers read papers which present varying points of view. There are many uses of libraries. A library spreads knowledge. The poor people, particularly poor students who cannot afford to purchase books, can make the best use of a library.

They can borrow books and gather knowledge. Even rich men cannot have all the books and they also have to depend on the library.

Secondly, the library inspires the students to develop a habit of reading books. The reading room provides an atmosphere where every an wants to study the books. A reader remains in touch with the new discoveries, inventions and day-to-day matters of the world. The newspapers keep a reader in touch with what is happening in the world around him. Thirdly, a library not only spreads knowledge but also preserves it.

We can know about the past civilization and culture from the books which are kept in a library. Preservation of knowledge is essential for the progress of the country. If the books are not preserved every generation will have to work from the very beginning.

Thus a library does very useful service. It gives to the scholars all the knowledge of the past. Fourthly, a library increases our knowledge and widens our outlook.

It revels new facts new experience of men and nations, new wonders of this vast and varied world. We get an opportunity of sitting in the company of the master minds of the old and the mightly brains of the present day world and of knowing their view-points on various subjects.

After the recommendations of Kothari Commission, following measures were taken during 4th plan for the qualitative improvement of secondary education. Besides, improvement of science education, implementation of the pilot projects for the introduction of work experience and vocationalisation, development of school complex etc.

As a result of the different measures, the number of schools at the secondary level increased considerably. By the year , Different states accepted the new-pattern of education and introduced this system according to their own convenience.

Though there is a lot of confusion and feeling of anxiety in the minds of the people regarding the practical application of the new pattern, yet in the overall interest of the student population and for national integration there is great need of a uniform pattern of education.

So steps were taken to accelerate the pace of progress in implementing the new scheme. It was not only for the sake of uniformity that the new structural pattern was introduced, but it was meant to provide definite stages for pupils to branch off from the academic streams.

If provision would not be made for students to branch off to vocational courses after completion of the particular stage of education, the change of pattern would only partially achieve the objectives and students who would do better in vocational courses would tend to go in for general education. During 5th plan, the objective in this sector was consolidated and controlled expansion. In order to raise the standard of education reorganisation of the curriculum, improvement of the methods of teaching, reforms in the system of examination, development of instructional materials and text books were undertaken during 5th plan period.

Even then the achievement in this sector was not encouraging. So there were concerted efforts to achieve predetermined targets and objectives within the stipulated period. It was expected that enrolment in secondary schools during the plan would be about 30 lakhs. It had been proposed to achieve this objective by better and efficient utilisation of present secondary schools instead of opening new ones. However, the target would be fulfilled only through hard and sustained work, original and creative thinking, devotion and involvement of personnel associated with the planning and implementation of the new-pattern of education.

Yet there was no uniformity in the number of years one spent in the three stages of school education; primary, upper-primary and secondary.

When the first and second All India Educational Surveys were conducted in the years and , respectively, a distance of three miles or approximately 5 kilometers was considered to be a convenient walking distance for children in classes VI to VIII.

Gradually, the distance limit was brought down to three kilometers. Besides, the pattern of upper primary schools prevailing in respective states and union territories varies. Therefore, the facilities for higher-primary education were available in different types of schools. Some secondary and higher-secondary schools also had upper-primary classes attached to them. Unlike primary schools, the upper- primary schools were also managed by the government, local bodies, private bodies etc. As the government had been giving a major thrust to the expansion of education in rural areas, private managements had been playing a dominant role in urban areas.

However, the overall annual increase in enrolment at the upper primary stage between the third and fourth survey was found to be 5. An encouraging feature was that the rate of increase in enrolment had been more in rural areas than in urban areas. The period between the first and the second survey witnessed a sharp increase in the percentage of habitations which had access to secondary stage education either within the habitation or up to a distance of eight kilometers five miles.

But it was reduced to five kilometers by the time of the third survey. The fourth survey revealed that In fact, it revealed that the facilities of secondary education had been extended to a larger number of habitations covering a higher proportion of rural population. As such, there were 52, secondary schools in India by Of these, 38, were located in rural acres and the remaining 13, in urban areas. At the time of fourth survey the number of secondary schools was 36, It may be mentioned that the increase in the number of secondary schools during the period between and was only 3.

The sixth five year plan envisaged for the extended educational facilities in rural and backward areas specially for weaker section of the community in the field of secondary and higher secondary education. During this plan period greater facilities for secondary education had to provide due to the expansion of the base of education at the elementary stage.

Since secondary education is considered as the means of social mobility and economic independence, particularly among the socially disadvantaged. Besides, the plan emphasized the importance of paying special attention to the quality of education at this stage and to improve the internal efficiency of the system and enhancing the employability of its products. Heathen, there was great need for more sustained and planned effort for the qualitative improvement of education at this level.

Gradually the demand for secondary education had been growing. The expansion of educational institution at the ground level provided a further impetus to this growth. For instance the number of upper-primary schools had increased from 1. Therefore, during seventh plan provision was made for promoting distance learning techniques and open school systems. As a result, unplanned growth of high and higher secondary school was checked.

Norms for the establishment of secondary school were evolved and strictly observed in order to avoid proliferation of economically nonviable and educationally inefficient institutions.

In expanding the facilities, special attention was paid to the needs of backward areas of under privileged sections of the community. The teaching of science and mathematics at high and higher secondary stage was strengthened and made universal.

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