I know one place in the northern part of the state where I camped for a while in the summer, and I went to the school and talked to the teachers. They are using school books which have been passed down from one child to another. They have practically no books outside of the textbooks. The children in the district are so poor and some of them so pathetic that I suppose the struggle to live has been so great you could not think much about what you fed the mind, but I came away feeling that right there, in one of the biggest and richest states in the country, we had a big area that needed books and needed libraries to help these schools in the education of the children, and, even more, to help the whole community to learn to live through their minds.
But as I sat here I fear that I have thought a good deal about the fact that there are so many places in the United States that have no libraries and that have no way of getting books. What the libraries mean to the nation is fairly obvious to all of us, especially to those who are here this evening.
We know that without libraries, without education, which is based largely on libraries, we cannot have an educated people who will carry on successfully our form of government, and it seems to me that what we really are interested in is how we can make this country more conscious of what it has not got, because we do pat ourselves on the back for the things that we have and that we do.
I was looking over some maps which were sent to me and I longed to have these maps very much enlarged and put up in many, many places throughout this country, because I do not think that many people know how many states do not spend more than ten cents per capita for library books a year, and how many states have large areas, particularly rural areas, where one cannot get books.
One of the things that I have been particularly grateful for in the years of the depression—and, of course, I think, sad as it has been, we have some things to be grateful for—is that we have discovered so many things that we had not known before.
These facts have come to the knowledge of a great many people who had simply passed them by before, because they did not happen to think about them, and one of these things, that we used to be able to hide, is the areas of the country which are not served in any way by libraries.
I have seen photographs, for instance, of girls going out on horseback with libraries strapped on behind them, taking books to children and grown people in places that have been without libraries.
We know a good deal about Mrs. I have lived a great deal in the country, in a state which prides itself in spending much money on education, and I am quite sure that some people think there is no lack of education and no lack of library facilities, and sometimes I long to take people and let them see some of the back country districts that I know, in New York State.
I know one place in the northern part of the state where I camped for a while in the summer, and I went to the school and talked to the teachers. They are using school books which have been passed down from one child to another.
They have practically no books outside of the textbooks. The children in the district are so poor and some of them so pathetic that I suppose the struggle to live has been so great you could not think much about what you fed the mind, but I came away feeling that right there, in one of the biggest and richest states in the country, we had a big area that needed books and needed libraries to help these schools in the education of the children, and, even more, to help the whole community to learn to live through their minds.
We are doing a tremendous amount through the home economics colleges to help people to learn how to live in their homes, to better their standards of material living. We have got to think in exactly the same way about helping them to live mentally and to attain better standards, and we can do it only through the children.
We can do ground work with the children; we must begin with them; but we have got to do a tremendous amount with the older people. I had a letter the other day which was pathetic.
It was from a man who said he was 74 years old. He wrote to ask me to see that the adult education classes in that particular community were not stopped, because it had meant so much to him to learn to read. He did not think that I could understand what it meant never to have been able to understand a word on the printed page.
My next door neighbor is 81 and he learned to read last winter, and it has just made life over for us. We have come a long way.Answer to Which sentence in this excerpt from Eleanor Roosevelt's speech "What Libraries Mean to the Nation" is an emotional appeal to the audience?
What Libraries Mean To the Nation A Speech by: Eleanor Roosevelt The speech I will be presenting is titled “What Libraries Mean to the Nation.” It was given by Eleanor Roosevelt on April 1st, at the District Of Columbia Library Association Dinner.
Many speeches where given at this event a few topics include The Library of Adult. Additional Physical Format: Print version: Roosevelt, Eleanor, What libraries mean to the nation.
[Chicago, Published for the District of Columbia library Association by the American library Association, ]. Aug 27, · Have fun with Eleanor Roosevelt! Watch this Eleanor Roosevelt Cartoon for Kids - Duration: Educational Videos for Students (Cartoons on Bullying, Leadership & More) 40, views.
What Libraries Mean To The Nation by Eleanor Roosevelt First Lady of the United States.
April 1, - Address At The District Of Columbia Library Association Dinner. plombier-nemours.com nation has done much work to establish libraries and to improve the education system and the standard of living of its people.
plombier-nemours.com need to improve the education system so that more people get the opportunity to read and enhance their knowledge.5/5(1).