Education Tutoring Quotes

Do not give them a candle to light the way, teach them how to make fire instead. That is the meaning of enlightenment.

Let the tutor not merely require a verbal account of what the boy has been taught but the meaning and the substance of it: let him judge how the child has profited from it not from the evidence of his memory but from that of his life. Let him take what the boy has just learned and make him show him dozens of different aspects of it and then apply it to just as many different subjects, in order to find out whether he has really grasped it and make it part of himself, judging the boy's progress by what Plato taught about education. Spewing up food exactly as you have swallowed it is evidence of a failure to digest and assimilate it; the stomach has not done its job if, during concoction, it fails to change the substance and the form of what it is given.

My time in the woods is time spent with a tutor on how to live.

There is no greater honour on Earth than to share one's wisdom with those who seek it.

Let the tutor make his charge pass everything through a sieve and lodge nothing in his head on mere authority and trust: let not Aristotle's principles be principles to him any more than those of the Stoics or Epicureans. Let this variety of ideas be set before him; he will choose if he can; if not, he will remain in doubt. Only the fools are certain and assured. For if he embraces Xenophon's and Plato's opinions by his own reasoning, they will no longer be theirs, they will be his. He who follows another follows nothing. He finds nothing; indeed he seeks nothing. We are not under a king; let each one claim his own freedom. Let him know that he knows, at least. He must imbibe their ways of thinking, not learn their precepts. And let him boldly forget, if he wants, where he got them, but let him know how to make them his own. Truth and reason are common to everyone, and no more belong to the man who first spoke them than to the man who says them later. It is no more according to Plato than according to me, since he and I understand and see it the same way. The bees plunder the flowers here and there, but afterward they make of them honey, which is all theirs; it is no longer thyme or marjoram. Even so with the pieces borrowed from others; he will transform and blend them to make a work of his own, to wit, his judgment. His education, work, and study aim only at forming this.

Rather than literally burning the midnight oil, which he judged to be unhealthy, John Adams advised his son to make the most of college by developing an inquisitive outlook that would prompt him to get to know the most exceptional scholars and question them closely. "Ask them about their tutors, manner of teaching. Observe what books lie on their tables. Fall into questions of literature, science, or what you will.

The main vehicle for nineteenth-century socialization was the leading textbook used in elementary school. They were so widely used that sections in them became part of the national language. Theodore Roosevelt, scion of an elite New York family, schooled by private tutors, had been raised on the same textbooks as the children of Ohio farmers, Chicago tradesman, and New England fishermen. If you want to know what constituted being a good American from the mid-nineteenth century to World War I, spend a few hours browsing through the sections in the McGuffey Readers.

that the more children are read to, the higher their test scores are—sometimes by as much as a half a year’s schooling. This was true regardless of a family’s income. He goes on to say that reading aloud has proven to be so powerful in increasing a child’s academic success that it is more effective than expensive tutoring or even private education.

Mr. Ansell was not merely a man of some education; he had what no education can bring — the power of detecting what is important. Like many fathers, he had spared no expense over his boy, — he had borrowed money to start him at a rapacious and fashionable private school; he had sent him to tutors; he had sent him to Cambridge. But he knew that all this was not the important thing. The important thing was freedom.

It remains one of the great inequalities of the world that some children are born light years ahead of others. They may come from more stable homes, from wealthy homes, from homes with cleaners and domestic staff, cooks and tutors. Everything is easier, more streamlined, more conducive to educational and career success. Others will come from one-bedroom huts with no running water and no electricity, little chance of a good education, and little time to do anything besides work. The child born into a rich family will, no doubt, progress at a faster rate and develop the sort of self-assurance that comes from stability. This is the case wherever you’re from; it is as true of communist societies as it is of capitalist ones. I have travelled the world and seen these inequalities. I have witnessed the problems such different starting blocks can bring. But if I’ve learned anything, it is that success is possible, whatever your situation and however your life begins. I hope that this story, my story, will prove inspirational and that it will encourage others to dream big, take a plunge, use whatever resources are available. If a small poor boy fishing for prawns on a lake in Ningbo can do it, then so can you.

Finally, it was clear that the real innovation in Korea was not happening in the government or the public schools. It was happening in Korea’s shadow education system—the multimillion-dollar afterschool tutoring complex that Lee was trying to undermine. I realized that, if I wanted to see what a truly free-market education system looked like, I would have

All students may not remember the teachings of their teachers, but they all remember the teachers.

People seek a tutor who has already educated one pupil. This is too much; one man can only educate one pupil; if two were essential to success, what right would he have to undertake the first?

It’s interesting that many of the best instructors in early America were Scottish Presbyterians. As historian George Marsden affirmed, “[I]t is not much of an exaggeration to say that outside of New England, the Scots were the educators of eighteenth-century America.”7 These Scottish instructors regularly tutored students in what was known as the Scottish Common Sense educational philosophy –

The educational lineage is remarkable. Socrates was mentor and inspiration to Plato. Plato was mentor to Aristotle, and Aristotle went on to be the tutor of Alexander the Great. For a professed ignoramus, Socrates certainly cast a long shadow.

Although, by todays standards, he set a vast amount of work, he believed as he told Mrs Ashley, that 'If you pour much drink into a goblet, the most part will dash out and run over'. In Ascham's view, it was the carrot, and not the stick, that worked.

Ari regards cats as lessons in the journey through life. Cats, he explains, are divine messengers of patience. Joe, one shoulder still sore from a near miss two weeks ago, says they are Satanic messengers of discord and pruritus. Ari says this is possible, but by the workings of the ineffable divinity, even if they are Satanic messengers of discord and pruritus, they are also tutors sent by the Cosmic All. “They are of themselves,” Ari says, clutching this morning’s consignment of organic milk, some of which is leaking through the plastic, “an opportunity for self-education.

Icompleted my education at Eton in June 2003, thanks to hours of hard work and some extra tutoring arranged by Pa. No small feat for one so unscholarly, so limited, so distracted, and while I wasn’t proud of myself, exactly, because I didn’t know how to be proud of myself, I felt a distinct pause in my nonstop internal self-criticism.

By [college], many skills, attitudes, and habits have already been formed. We can have a much bigger impact on people at younger ages. Efforts to achieve true equity should focus instead on high-quality kindergarten and pre-K, high-quality weekend learning programs, high-quality charter schools, and high-quality after-school tutoring.

Except for my net, everything I have need of in the world is contained in that bag—including a second hat and a rather sizable jar of cold cream of roses. Do not tell me you couldn’t travel with as little. I have faith that men can be as reasonable and logical as women if they but try.” He shook his head. “I cannot seem to formulate a clear thought in the face of such original thinking, Miss Speedwell. You have a high opinion of your sex.” I pursed my lips. “Not all of it. We are, as a gender, undereducated and infantilized to the point of idiocy. But those of us who have been given the benefit of learning and useful occupation, well, we are proof that the traditional notions of feminine delicacy and helplessness are the purest poppycock.” “You have large opinions for so small a person.” “I daresay they would be large opinions even for someone your size,” I countered. “And where did you form these opinions? Either your school was inordinately progressive or your governess was a Radical.” “I never went to school, nor did I have a governess. Books were my tutors, Mr. Stoker. Anything I wished to learn I taught myself.” “There are limits to an autodidactic education,” he pointed out. “Few that I have found. I was spared the prejudices of formal educators." “And neither were you inspired by them. A good teacher can change the course of a life,” he said thoughtfully. “Perhaps. But I had complete intellectual freedom. I studied those subjects which interested me—to the point of obsession at times—and spent precious little time on things which did not.” “Such as?” “Music and needlework. I am astonishingly lacking in traditional feminine accomplishments.” He cocked his head. “I am not entirely astonished.” But his tone was mild, and I accepted the statement as nothing like an insult. In fact, it felt akin to a compliment. “And I must confess that between Jane Austen and Fordyce’s Sermons, I have developed a general antipathy for clergymen. And their wives,” I added, thinking of Mrs. Clutterthorpe. “Well, in that we may be agreed. Tell me, do you find many people to share your views?” “Shockingly few,” I admitted.

The Atonist nobility knew it was impossible to organize and control a worldwide empire from Britain. The British Isles were geographically too far West for effective management. In order to be closer to the “markets,” the Atonist corporate executives coveted Rome. Additionally, by way of their armed Templar branch and incessant murderous “Crusades,” they succeeded making inroads further east. Their double-headed eagle of control reigned over Eastern and Western hemispheres. The seats of Druidic learning once existed in the majority of lands, and so the Atonist or Christian system spread out in similar fashion. Its agents were sent from Britain and Rome to many a region and for many a dark purpose. To this very day, the nobility of Europe and the east are controlled from London and Rome. Nothing has changed when it comes to the dominion of Aton. As Alan Butler and Stephen Dafoe have proven, the Culdean monks, of whom we write, had been hired for generations as tutors to elite families throughout Europe. In their book The Knights Templar Revealed, the authors highlight the role played by Culdean adepts tutoring the super-wealthy and influential Catholic dynasties of Burgundy, Champagne and Lorraine, France. Research into the Templars and their affiliated “Salt Line” dynasties reveals that the seven great Crusades were not instigated and participated in for the reasons mentioned in most official history books. As we show here, the Templars were the military wing of British and European Atonists. It was their job to conquer lands, slaughter rivals and rebuild the so-called “Temple of Solomon” or, more correctly, Akhenaton’s New World Order. After its creation, the story of Jesus was transplanted from Britain, where it was invented, to Galilee and Judea. This was done so Christianity would not appear to be conspicuously Druidic in complexion. To conceive Christianity in Britain was one thing; to birth it there was another. The Atonists knew their warped religion was based on ancient Amenism and Druidism. They knew their Jesus, Iesus or Yeshua, was based on Druidic Iesa or Iusa, and that a good many educated people throughout the world knew it also. Their difficulty concerned how to come up with a believable king of light sufficiently appealing to the world’s many pagan nations. Their employees, such as St. Paul (Josephus Piso), were allowed to plunder the archive of the pagans. They were instructed to draw from the canon of stellar gnosis and ancient solar theologies of Egypt, Chaldea and Ireland. The archetypal elements would, like ingredients, simply be tossed about and rearranged and, most importantly, the territory of the new godman would be resituated to suit the meta plan.

Grassley ordered the APA to disclose how much of its income was drug money. The answer turned out to be a lot—according to the Times, nearly one-third of the organization’s $62.5 million annual revenue41 in 2006. Some of it came from advertising, but much of it went to educational programs in which drug companies tutored doctors attending APA conferences in the fine points of prescribing their drugs.

More fundamentally, meritocracy is impossible to achieve, because, as Young says, a meritocracy is always based on an imperfect definition of merit and often narrowly defined to favor training, connections, and education primarily available to the wealthy. Take Stanford. Because Stanford is filled with students with top high-school GPAs and SAT scores, administrators can pat themselves on the back and say, “We only admit the best students. We’re a meritocracy.” The students are encouraged to think similarly. But is it just a coincidence that the median annual family income of a Stanford student is $167,500 while the national median is roughly one-third that? Did those high-achieving students naturally get high SAT scores, or did they benefit from their parents’ paying for tutors and sending them to private schools? Privilege accumulates as you advance in life. If the college you attend is the basis of your future employment networks, then it is impossible to say that your employment success is solely based on merit.

Yet the press was still the last resource of the educated poor who could not be artists and would not be tutors. Any man who was fit for nothing else could write an editorial or a criticism. The enormous mass of misinformation accumulated in ten years of nomad life could always be worked off on a helpless public, in diluted doses, if one could but secure a table in the corner of a newspaper office. The press was an inferior pulpit; an anonymous schoolmaster; a cheap boarding-school but it was still the nearest approach to a career for the literary survivor of a wrecked education.

To select these objects, to take care to present him constantly with those he may know, to conceal from him those he ought not to know, this is the real way of training his early memory; and in this way you must try to provide him with a storehouse of knowledge which will serve for his education in youth and his conduct throughout life. True, this method does not produce infant prodigies, nor will it reflect glory upon their tutors and governesses, but it produces men, strong, right-thinking men, vigorous both in mind and body, men who do not win admiration as children, but honour as men.

Come then, let us do something!” said Davie. “Come away,” rejoined Donal. “What shall we do first?” “I don't know: you must tell me, sir.” “What would you like best to do—I mean if you might do what you pleased?” Davie thought a little, then said: “I should like to write a book.” “What kind of a book?” “A beautiful story.” “Isn’t it just as well to read such a book? Why should you want to write one?” “Because then I should have it go just as I wanted it! I am always—almost always—disappointed with the thing that comes next. But if I wrote it myself, then I shouldn’t get tired of it; it would be what pleased me, and not what pleased somebody else.” “Well,” said Donal, after thinking for a moment, “suppose you begin to write a book!” “Oh, that will be fun!—much better than learning verbs and nouns!” “But the verbs and nouns are just the things that go to make a story—with not a few adjectives and adverbs, and a host of conjunctions; and, if it be a very moving story, a good many interjections! These all you have got to put together with good choice, or the story will not be one you would care to read.—Perhaps you had better not begin till I see whether you know enough about those verbs and nouns to do the thing decently.

The leftist is always a statist. He has all sorts of grievances and animosities against personal initiative and private enterprise. The notion of the state doing everything (until, finally, it replaces all private existence) is the Great Leftist Dream. Thus it is a leftist tendency to have city or state schools—or to have a ministry of education controlling all aspects of education. For example, there is the famous story of the French Minister of Education who pulls out his watch and, glancing at its face, says to his visitor, “At this moment in 5,431 public elementary schools they are writing an essay on the joys of winter.” Church schools, parochial schools, private schools, or personal tutors are not at all in keeping with leftist sentiments. The reasons for this attitude are manifold. Here not only is the delight in statism involved, but the idea of uniformity and equality is also decisive; i.e., the notion that social differences in education should be eliminated and all pupils should be given a chance to acquire the same knowledge, the same type of information in the same fashion and to the same degree. This should help them to think in identical or at least in similar ways. It is only natural that this should be especially true of countries where “democratism” as an ism is being pushed. There efforts will be made to ignore the differences in IQs and in personal efforts. Sometimes marks and report cards will be eliminated and promotion from one grade to the next be made automatic. It is obvious that from a scholastic viewpoint this has disastrous results, but to a true ideologist this hardly matters. When informed that the facts did not tally with his ideas, Hegel once severely replied, “Um so schlimmer für die Tatsachen”—all the worse for the facts. Leftism does not like religion for a variety of causes. Its ideologies, its omnipotent, all-permeating state wants undivided allegiance. With religion at least one other allegiance (to God), if not also allegiance to a Church, is interposed. In dealing with organized religion, leftism knows of two widely divergent procedures. One is a form of separation of Church and State which eliminates religion from the marketplace and tries to atrophy it by not permitting it to exist anywhere outside the sacred precincts. The other is the transformation of the Church into a fully state-controlled establishment. Under these circumstances the Church is asphyxiated, not starved to death. The Nazis and the Soviets used the former method; Czechoslovakia still employs the latter.

Her great resentment was that she had had no education. When she was seventeen, she had announced that she was going to university—whereupon everyone had laughed at her. It turned out that you had to come from a good school, and pass examinations, before they would let you in. Maud had never been to school, and even though she could discuss politics with the great men of the land, a succession of governesses and tutors had completely failed to equip her to pass any sort of exam. She had cried and raged for days, and even now thinking about it could still put her in a foul mood. This was what made her a suffragette: she knew girls would never get a decent education until women had the vote.

Now imagine if an AI tutor could “sit” next to students as they navigate the internet in general. Imagine if it were a browser plug-in. The same way that AI might help students better engage with online exercises or videos, it might also help them when they are browsing Wikipedia, YouTube, or the New York Times website. It might reformulate the news article they are reading closer to their grade level, potentially leaving out age-inappropriate details. While students are researching a paper, it might help zero in on material that actually addresses the issue they are investigating. It might also Socratically help a student engage with what they are reading or even provide context that the student needs to better understand the content.

In 1987, a rich donor in Philadelphia “adopted” 112 black sixth graders, few of whom had grown up with fathers in their home. He guaranteed them a fully funded education through college as long as they did not do drugs, have children before getting married, or commit crimes. He also gave them tutors, workshops, and after-school programs, kept them busy in summer programs, and provided them with counselors for when they had any kind of problem. Forty-five of the kids never made it through high school. Of the sixty-seven boys, nineteen became felons. Twelve years later, the forty-five girls had had sixty-three children between them, and more than half had become mothers before the age of eighteen. So what exactly was the “racism” that held these poor kids back that could have been erased at the time and created a different result for these children? The answer is none. Social history is too complex to yield to the either/or gestures of KenDiAngelonian propositions. What held those poor kids back was that they had been raised amid a different sense of what is normal than white kids in the burbs.

Our education system is like a money plant, which looks beautiful with big green leaves, but fails to produce any fruit or a flower. Undoubtedly, we are a home to the best doctors, scientists, poets, artists, and whatnot. But I feel, we miserably fail to evoke humanism, compassion, and tolerance in students. If we would count all the do’s and don’ts taught to us in our school, surely don’ts would exceed the number of the do's. I was forced to mug up certain things I was not interested in. Now, I understand the importance of questioning. I wish if our schools could teach us the art of questioning instead of just hunting for answers. Various facts are stuffed in delicate minds, but what about teachings on life, tutoring to never give up, and asking for students’ opinions on a subject? Yes, teaching these things would not directly increase the ‘GDP’ by creating human-machines, but would definitely create better minds and wonderful souls. I really wish our syllabus could preach to us the sheer value of knowledge, wisdom, and awareness. I wish our schools could nurture educated intellectuals, rather than literate persons. I wish we could pay more heed to the education ratio instead of just literacy ratio. We need more thinkers and fewer money makers. We are directed towards a goal already chosen for us, but not asked about our big fantasies and little dreams.

The Times Exclusive Reveal of Windermere Six Thanks to an anonymous source, the Times is pleased to share an exclusive list of the six children who were transported yesterday evening to Hollingsworth Hall, the magnificent and secluded home of Camilla Lenore DeMoss, the Countess of Windermere. They are, in no particular order: Oliver Appleby: Heir to the Appleby Jewelry fortune. This young chap is known to be an excellent student who also excels at rowing and cricket. Viola Dale: The Dales are well known throughout London for their dedication to social reform and relief for those in distress. Young Viola has been a presence on the charitable event circuit since the age of two. Frances Wellington: Miss Wellington's parents are internationally known art collectors who have an impeccable eye for up-and-coming talent in sculpture and painting. They also delve into gems of historical value. Frances is privately tutored, and her deliciously expensive introduction to London society is already being buzzed about. Barnaby Trundle: Young Barnaby attends school in South London. His father works in the textile industry. One of his teachers says Barnaby is "occasionally quick-tempered with other boys in his form." Edward Herringbone: The Herringbones are close acquaintances with the aforementioned Dales, their own admirable interests lying mainly in reducing poverty by increasing educational opportunities. Edward has been called "an indubitable library of a boy" by one of his teaching masters at St. Stephen's. Tabitha Crum: Miss Crum's father is employed by the Wilting Bank of South London. A neighbor of the family says that the lucky child "talks to herself" and calls the Crums "socially famished.

Manhattan Prep started out as one lone tutor in a Starbucks coffee shop. Less than ten years later, it was a leading national education and publishing business that employed over one hundred people and was acquired by a public company for millions of dollars. How did that happen? We delivered a service that customers liked more than what was otherwise available. They sought us out and rewarded us with their business. We hired more people, grew, and kept improving. This process—a new company filling a need and flourishing as a result—is an example of value creation. It’s the fuel of economic growth, and what our country has been seeking a formula for. It’s the process that leads to new businesses and jobs. Value creation has a polar opposite: rent-seeking. In the 1980s, economists began noticing that countries with ample natural resources experienced lower economic growth rates than others. From 1965 to 1998 in the OPEC (oil-producing) countries, gross domestic product per capita decreased on average by 1.3 percent, while in the rest of the developed world, per capita growth increased by 2.2 percent (for an overall difference of 3.5 percent). This was a surprise—if you had lots of oil in the ground, wouldn’t that give you more wealth to invest and thus spur more rapid growth? Economists cited a number of factors to explain this “resource curse,” including internal and external conflict, corruption, lower monitoring of government, lack of diversification, and being subject to higher price volatility. One other possible explanation on offer was that a country’s smart people will wind up going to work in whatever industry is throwing off money (like the oil industry in Saudi Arabia). Thus fewer talented people are innovating in other industries, dragging down the growth rate over time. This makes sense—it’s a lot easier for a gifted Saudi to plug into the Ministry of Petroleum and Mineral Resources and extract economic value than to come up with a new business or industry. Does this sort of thing happen in the United States? Yes, you can make money through rent-seeking as opposed to value or wealth creation.

[On Socrates] My decision to prove reincarnation to the sophomoric cavemen of Athens, quite possibly, was the best decision I made for both myself and humanity. Another dominant behavioral trait is displayed by my efforts to perform selfish acts selflessly, which is significantly unique because the majority of people perform selfless acts selfishly. In the former modus operandi the virtue is preserved through the honesty of being selfish, but in the latter the virtue is corrupted by the dishonesty since the intent is disguised to appear virtuous. Therefore, people are the most evil when performing selfish acts selfishly, and would therefore be the most benevolent when performing selfless acts selflessly. To performs acts selfishly for the mere sake of acting, is irresponsible and destructive and to perform acts selflessly for the sake of acting, is reckless and self-destructive. The interesting dynamic of this newest revelation is how Aristotle knew, innately, to seek out Plato upon his father's death. Once Socrates reunited with Plato, as Aristotle, they proved metaphysics; except the trial of Socrates was so traumatizing they made the decision not to make it known. Instead they channeled the knowledge constructively ("selfishly"- because self-preservation is ultimately selfish) which was done selflessly by cultivating it through education. They were so successful, that the King of Macedonia (my father's previous employer) made a formal request ordering me to tutor his son, Alexander. That's interesting because I have memory of Alexander the Great. He was a passionate boy with incredible sex drive that was equal to that of a honey badger's virulence. He allowed his power to intoxicate him and I was the only one he trusted, and when I made the attempt to slow him down by reminding of of the all powerful mighty God, something happened that caused his death and some Athenian imbecile (probably out of guilt) tried to hang me up on a cross for being a traitor. I got the hell of out doge like a bat of hell the minute that fool said something about me not "honoring" the "gods" - I may have even said something to the effect of 'I am God.' Although, the quote that did survive was when I refused to allow Athens to commit the same crime twice prior to fleeing the city to seek sanctuary at a family's estate.

She made only one educational stipulation: religious instruction. Unlike Aziz, who was racked by ambiguity, she had remained devout. 'You have your Hummingbird,' she told him, 'but I, whatsitsname, have the Call of God. A better noise, whatsitsname, than that man's hum.' It was one of her rare political comments… and then the day arrived when Aziz threw out the religious tutor.

In one of our conversations, she told me about Finland’s development of sisu, a rough cognate for grit. Etymologically, sisu denotes a person’s viscera, their “intestines (sisucunda).” It is defined as “having guts,” intentional, stoic, constant bravery in the face of adversity. 21 For Finns, sisu is a part of national culture, forged through their history of war with Russia and required by the harsh climate. 22 In this Nordic country, pride is equated with endurance. When Finnish mountain climber Veikka Gustafsson ascended a peak in Antarctica, it was named Mount Sisu. The fortitude to withstand war and foreign occupations is lyrically heralded in the Finnish epic poem, The Kalevala. 23 Even the saunas—two million, one for every three Finns in a country of approximately five and a half million—involve fortitude: A sauna roast is often followed by a nude plunge into the ice-cold Baltic Sea. If Iceland is happier than it has any right to be considering the hours the country spends plunged in darkness each year, Finland’s past circumstances, climate, and developed culture have turned it into one of the grittiest. Finland’s educational system is also currently ranked first, ahead of South Korea, now at number two. 24 The United States is midway down the list. 25 In Finland, there is no after-school tutoring or training, no “miracle pedagogy” in the classrooms, where students are on a first-name basis with their teachers, all of whom have master’s degrees. There is also more “creative play.” 26 Perhaps the tradition of sisu and play, I suspect, are part of the larger, unstated reason for its success. 27 “Wouldn’t it be great if you heard people talking about how they were going to do something to build their grit?” Duckworth asked.

There are hundreds of programs that claim to teach dyslexics to read. Most of them work for some students. None of them work for all students. Results of research on various methods is collected and presented on the US Dept. of Education website. (summarized from “What works clearinghouse:,” 2007)

It is commonly supposed that Russians have been endowed by Nature with a peculiar linguistic talent. Their own language, it is said, is so difficult that they have no difficulty in acquiring others. This common belief requires, as it seems to me, some explanation. That highly educated Russians are better linguists than the educated classes of Western Europe there can be no possible doubt, for they almost always speak French, and often English and German also. The question, however, is whether this is the result of a psychological peculiarity, or of other causes. Now, without venturing to deny the existence of a natural faculty, I should say that the other causes have at least exercised a powerful influence. Any Russian who wishes to be regarded as civilise must possess at least one foreign language; and, as a consequence of this, the children of the upper classes are always taught at least French in their infancy. Many households comprise a German nurse, a French tutor, and an English governess; and the children thus become accustomed from their earliest years to the use of these three languages. Besides this, Russian is phonetically very rich and contains nearly all the sounds which are to be found in West-European tongues. Perhaps on the whole it would be well to apply here the Darwinian theory, and suppose that the Russian Noblesse, having been obliged for several generations to acquire foreign languages, have gradually developed a hereditary polyglot talent.

His feet were sore and he was growing tired of what seemed to him like pointless speculation, not to mention something dangerously close to philosophy, a field of human endeavour he had encountered but fleetingly through various exasperated tutors, though long enough to have formed the unshakeable impression that its principal purpose was to prove that one equalled zero, black was white and educated men could speak through their bottoms.

Strabo was an Asiatic Greek of Amasia in Pontus and an educated citizen of the Roman empire, who visited Rome in 44 BC at age 19 or 20, apparently for purposes of education. He studied under various teachers, including Tyrannion, a captive educated Greek and private tutor, who also instructed Cicero’s two sons. Strabo’s sole surviving work is Γεωγραφικά (Geography), an encyclopaedia of geographical knowledge, consisting of seventeen books written in Greek.

Becoming a tutor is not an easy task- if you do not have enough educational qualification, quality to teach others, good understanding power, you will never become a tutor of good quality. If be a good friend of your students, be a good guide and philosopher, you will never become a good tutor.

of the view espoused in most classrooms. From an early age, children are taught that success means having the right answers. That struggling is a bad sign, the sort of thing you do when you’re not quite “getting it,” or the work is too hard. Throughout much of their education, students are encouraged to finish assignments quickly. Those who don’t are sent off to tutors. After twelve years of indoctrination, it’s no wonder that so many of us view failure the way we do: as something to avoid at all cost. We’re implicitly taught that struggling means others will view us poorly, when in reality it’s only by stretching ourselves that we develop new skills. Some educators have begun recognizing the way this fear of failure is impeding their students’ long-term growth. Edward Burger, for one, is doing something about it. For more than a decade the Williams College mathematics professor has literally been rewarding students for failing in his class. “Instead of just touting the importance of failing,

June 8 “If any of you lack wisdom, let him ask of God, that giveth to all men liberally, and upbraideth not; and it shall be given him.” James 1:5 “IF any of you lack wisdom.” There is no “if” in the matter, for I am sure I lack it. What do I know? How can I guide my own way? How can I direct others? Lord, I am a mass of folly, and wisdom I have none. Thou sayest, “Let him ask of God.” Lord, I now ask. Here at thy footstool I ask to be furnished with heavenly wisdom for this day’s perplexities, aye, and for this day’s simplicities; for I know I may do very stupid things, even in plain matters, unless thou dost keep me out of mischief. I thank thee that all I have to do is to ask. What grace is this on thy part, that I have only to pray in faith, and thou wilt give me wisdom! Thou dost here promise me a liberal education, and that, too, without an angry tutor, or a scolding usher. This, too, thou wilt bestow without a fee – bestow it on a fool who lacks wisdom. O Lord, I thank thee for that positive and expressive word, “It shall be given him.” I believe it. Thou wilt this day make thy babe to know the hidden wisdom which the carnally prudent never learn. Thou wilt guide me with thy counsel, and afterwards receive me to glory.

NAZ was founded in 2008 in Minneapolis, and is modeled on Geoffrey Canada’s Harlem Children’s Zone. It uses a holistic web of family coaches and tutors, combined with academic and wraparound support, for 1,100 families, to keep 2,300 children in an education pipeline from early childhood to college.

Andy remained seated. I chirped, “Sir, please tell me the reason for your visit. My guardian is fully aware of your proposal.” Struck by my candidness, Ozwalt stammered, “Very well, I will tell you the reason I’m here,” he raised his voice in displeasure. “Your counterproposal is deplorable!” My lover remarked aggressively, “What’s deplorable about Young wishing to be kept in the style he is accustomed to?” The Englishman exclaimed, “He’s not even of age to drive, and he wants a Lamborghini or a Ferrari? What is he thinking?!” “You offered him a city car,” my Valet countered. “He has every right to ask for what he desires.” The man repudiated defensively, “I offered him a city car upon his coming of age to drive, not before!” He was seething with anger. “Atop this, he demands a luxury penthouse in Mayfair or Park Lane, not to mention the live-in personal tutor! Is he insane? Most adults wouldn’t be able to afford a luxury flat and experienced educator, let alone an adolescent who is barely out of his teens.” “Sir, if you do not have the financial capabilities to accommodate the boy’s expectations, there are others who are perfectly capable of doing so,” my chaperone asserted. “Andy! Are you telling me that the lad has other well-endowed suitors willing to pay for such frivolousness?” My lover and I sniggered at the Englishman’s comment, but we managed to suppress our mirth. My guardian answered solemnly, “That, Sir, is none of your concern. I presume you’re here to discuss Young’s counterproposal, not the proposals of his other suitors.” He was taken aback by my mentor’s forthrightness. He raised his voice in retaliation. “I’m here to talk to Young. I would like Young to speak for himself.” I spoke unrelentingly, “I have asked Andy to negotiate on my behalf. I have heard everything he has said and challenge none of it. If my terms are not met, I’m afraid our arrangement is over. There is no further need for discussion.” By now, Ozwalt was on fire. He waved his fist at me and shouted, “You rapacious whore! You’re nothing but a self-indulgent sybaritic slut from a third-world country!” Before he could continue lambasting me with further insults, Wilhem entered. “What’s going on here?” my big-brother questioned. Mossey resumed berating my integrity, calling me a barrage of repugnant names while my chaperones carted him off the campus grounds to his waiting chauffeur and Bentley. Groups of students stood gaping at the wild man, speculating about the nature of the ruckus they were witnessing.

disparity between Louie and Woody is most pronounced. In Woody Allen comedies, the Woody protagonist or surrogate takes it upon himself to tutor the young women in his wayward orbit and furnish their cultural education, telling them which books to read (in Annie Hall’s bookstore scene, Allen’s Alvy wants Annie to occupy her mind with Death and Western Thought and The Denial of Death—“You know, instead of that cat book”), which classic films to imbibe at the revival houses back when Manhattan still had a rich cluster of them. In Crimes and Misdemeanors, it’s a 14-year-old female niece who dresses like a junior-miss version of Annie Hall whom Woody’s Clifford squires to afternoon showings at the finer flea pits, advising her to play deaf for the remaining years of her formal schooling. “Don’t listen to what your teachers tell ya, you know. Don’t pay attention. Just, just see what they look like, and that’s how you’ll know what life is really gonna be like.” A more dubious nugget of avuncular wisdom would be hard to imagine, and it isn’t just the Woody stand-in who does the uncle-daddy-mentor-knows-best bit for the benefit of receptive minds in ripe containers. In Hannah and Her Sisters, Max von Sydow’s dour painter-philosophe Frederick is the Old World “mansplainer” of all time, holding court in a SoHo loft which he shares with his lover, Lee, played by Barbara Hershey, whose sweaters abound with abundance. When Lee groans with enough-already exasperation when Frederick begins droning on about an Auschwitz documentary—“You missed a very dull TV show on Auschwitz.

The Four Global Options Now that you grasp the BIG picture, which includes your life values, your career values, your T-Bar, and current market conditions, it’s time to consider the four global options. I call these global options because, in reality, these are the only four job or career options you have. Option #1: Same job–same industry. Choosing Option #1 means you enjoy both and, most likely, need only conduct a job transition campaign to seek out a new company or organization. For example, a fifth grade teacher who is teaching in a public school may seek the same job (teacher) in the same industry (public school system); this teacher only needs to look at a new school in the same school district or to apply for a teacher’s position in a new school district. Option #2: New job–same industry. Option #2 means you enjoy the industry but need to identify a new job within that industry. Using the fifth grade teacher as an example again, she might seek a new job as an assistant principal or librarian. Or maybe she wants to earn more money than she would make as a teacher, so she becomes a sales professional and sells textbooks to educational institutions. The job transition campaign will take place within education, but she will identify and pursue a new, more inspiring, and more rewarding job within that industry. Option #3: Same job–new industry. If you select Option #3, it means you enjoy your job or vocation, but you need to identify a new industry or environment to perform that job in. The fifth grade teacher might get a job teaching for a private school (new industry or venue) or a private learning center, or she might even start her own tutoring business. In this case, the job transition campaign will focus on teaching but in a new, more appealing industry or venue. Option #4: New job–new industry. This option means you are ready for a wholesale change. Oftentimes this option is the option of choice if there’s a career or job you’ve always dreamt about. Or possibly you have a nice severance package or the financial means to return to school and prepare for an entirely new career. Possibly the fifth grade teacher always had a passion for antiques. In this case, she might pursue a job as a manager or even an owner of an antique store. Perhaps she’ll make the decision to stay home and be a full-time mom. The job transition campaign will focus on an entirely new job or activity in an entirely new industry or venue.

How about first ensuring that people within in a twenty-mile radius like the food before worrying about scaling the restaurant? That is, see if the business will work at all. For example, a company that I advise called Tutor Universe provides tutoring service via smartphones. Think of it as Uber for tutoring. The long-term plan was that students could ask questions about any topic and receive help in under fifteen minutes. However, in the beginning, a critical mass of tutors for every subject didn’t yet exist. Many startups face just such a chicken-or-egg challenge: If you had enough tutors, you’d attract enough students. If you had enough students, you’d attract enough tutors. What do you do when you’re faced with this kind of challenge? The answer is simple: you cheat! You use your own employees to answer questions, and hire tutors in the Philippines (highly educated, English speaking, and cheap) until you can reach a critical mass of a marketplace. Skeptics and inexperienced entrepreneurs might object, “You can’t scale if you have to use employees or hire tutors, because they are too expensive.” This might be true, but it doesn’t matter. What’s important is that you establish three key points: you can get the word out, students are willing to install an app, and they will pay for help. Your priority, in short, is proving that people will use your product at all. If they won’t, then it won’t matter if you can’t scale. If they will, then you will figure out a way to scale. I’ve never seen a startup die because it couldn’t scale fast enough. I’ve seen hundreds of startups die because people simply refused to embrace their product.

In School of One, students have daily "playlists" of their learning tasks that are attuned to each student's learning needs, based on that student's readiness and learning style. For example, Julia is way ahead of grade level in math and learns best in small groups, so her playlist might include three or four videos matched to her aptitude level, a thirty-minute one-on-one tutoring session with her teacher, and a small group activity in which she works on a math puzzle with three peers at similar aptitude levels. There are assessments built into each activity so that data can be fed back to the teacher to choose appropriate tasks for the next playlist.

La escuela debería seducir, enamorar. Ser ese escenario donde todos los días los alumnos al salir explicasen en sus casas y entornos qué han aprendido, cómo y para qué, con entusiasmo, y al día siguiente al llegar a la escuela también contar qué han aprendido, cómo y para qué con sus amigos, con sus tutores y con su familia. Y generar mariposas en el estómago.

Every culture seems to have customs to ward off evil. Italians use the curved horn, and Eastern European Jews used to say insulting things to babies, such as “Oy, such an ugly girl!” to avoid tempting the devil. America’s magic charms are private education, science camp, and SAT tutors to ward off our evil: personal failure. Mothers

All of these models and others have been heavily criticized. In 2009, a panel commissioned by the Association for Psychological Sciences published a report that outlined a research design to properly study the effect of learning styles, and it asserted that this methodology was almost entirely absent from learning styles studies. Of the few studies utilizing this research design, all but one feature negative findings. They also doubted the value of the significant cost of attempting to identify the precise learning style of every student over other interventions such as individual tutors. They concluded that “at present, there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have strong evidence base, of which there are an increasing number.” Then,

When the bishop's collection for the college had reached £1,500, a decision was made. Rather than start construction with too little, it was resolved to send fifty "tenants-at-halves" to work on the land. Half of their income would go to the college project and half to themselves. Profits, it was expected, would augment the building and maintenance fund and help to support tutors and students. In the meanwhile, friendly relations with the Indians were important to make possible the willing education of their children.

Thus the continuation of the master tutor and willing servant students, the privileging of the visual, the inculcation of absurd modes of behaviour (sleep deprivation, aggressive defensiveness, internal competition), the raising of individuals on to pedestals, all these and more self-perpetuate in schools of architecture around the world, a strange form of interbreeding with tutors passing the architectural gene to students who in turn become tutors who perform the same rituals.

My child is doing great—so says the school—but it’s only because we do so much outside tutoring and give him so much homework help. What should we do? Stop. It was so incredibly difficult for me to take this advice, but unless you allow the school to see how their program is—or is not—working, it is hard, practically speaking, for the team to justify changing it.

Aristotle, means "the best purpose." In 384 BC he was born in Stagira, Greece on the Peninsula of Chalcidice in central Macedonia, located on the northern coast of the Aegean Sea. Aristotle was orphaned at a young age and moved to Athens as a teenager, where he continued his education at Plato’s Academy. After completing his education, Aristotle married Pythias, who bore him a daughter that they also named Pythias. In 343 BC, Philip II employed Aristotle to become the tutor to his son Alexander, who later became a great general. By 335 BC, Aristotle returned to Athens and established his own school, known as the Lyceum. Aristotle conducted courses at the school for the next twelve years. While in Athens, his wife Pythias died. Following her death Aristotle wrote most of his work, of which only remnants have survived. His most important treatises included Poetry, Politics, Physics, Metaphysics, Ethics and the meaning of a soul. Aristotle spent his life studying and teaching almost every subject possible at the time and added a great deal, to most of them. His resulting works became the encyclopedia of Greek knowledge. Near the end of his life, Alexander and Aristotle unfortunately became enemies resulting from Alexander's relationship with the Persians. The details of Aristotle’s life are sketchy at best, and the biographies that Aristotle wrote remain speculative. Although Aristotle contributed to the knowledge of the day, historians can only totally agree on very few things.

But Alfonso actually set out in his Siete Partidas the education which should be given to a prince, and to a princess. Interestingly, he considered that a princess should have the same tutors as a prince, thereby indicating that he considered that they should be as highly educated as their brothers. One can therefore (save as regards martial training) regard the rules for princes as being equally applicable to the princesses, and hence to Eleanor’s experience of education. Generally Alfonso’s list of the training which a prince should have, in Title VII of Part II of the Siete Partidas, may be likened to that to be expected of a well-behaved Victorian child. There is an extensive litany of behaviour and deportment issues. Those raising the children should pay careful attention to their rearing – the children should be very pure and refined in all their actions and kept in the company of pure and refined people only. Their tutors (of good family and judgment) should teach them to be elegant and clean and to eat tidily. They should be taught to speak properly and politely. They should not speak loudly, or in a very low tone, and they should not speak either very rapidly or very slowly. They should speak with no gesticulation and should use neither too many nor too few words. They should not listen with mouths open, and should walk gracefully, without dragging their feet or raising them too high. (It is interesting to see how universal are such preoccupations on the part of parents, even at a gap of several hundred years.) As for formal education, children should be taught to read and write, how to learn to know men and how to talk to those of all stations in life.31 For princesses there are special injunctions, doubtless to be attended to while their brothers gained proficiency in arms. They should be brought up with much greater supervision, to ensure they formed good habits as they would have a greater part in raising children in due course. ‘The most important thing in the world … is that for the sake of loyalty they should respect themselves and their husbands and consider carefully everything else which they have to do in order that they may have good habits and offer a good example to others.’ Interestingly, their supervisors ‘should especially prevent them from yielding to anger for … it is the one thing in the world which most quickly induces women to commit sin’.

At the age of seven Jane Austen was sent away to Oxford with her sister Cassandra and her cousin Jane Cooper to be taught by a private tutor. 59 In the summer of 1783, after the tutor and her pupils moved to Southampton, all three girls fell ill with typhus, and Jane Austen nearly died. She and her sister recuperated at home and then joined their cousin in 1785 at the Reading Ladies’ Boarding School, but were removed at the end of the following year, putting a stop to their tuition. By the time Jane Austen was eleven years old, her formal education was over.

A few years later, when she was fourteen, Holland elaborated: ‘She has a thirst after knowledge of every kind to the greatest degree. She has made great proficiency in Latin and Greek and is making the same advance in French and Italian…It is a pity she was not a boy for then such studies would turn to better account…I know not where this will end but is not a likely mode to get her well married.’ 56 Holland’s own daughter Margaret was given a basic education at home, with private tutors for music and French, but she never married. In spite of her education, Elizabeth did marry in 1825, at the age of twenty-eight, becoming the wife of John Sandford, Archdeacon at Wells in Somerset.

● Pursuing online courses with pre-recorded videos? ● Not able to communicate with the instructor while in an online lecture? ● Online lectures seem boring and disengaging? Not anymore. Technology has been able to advance an already transformative concept. Online learning has made its way into almost every professional’s career life. However, there is a new concept which not many people are aware of - LIVE & interactive learning. As the name suggests, it’s just like traditional classroom learning but entirely online. Let’s see what it is, how it works, and how it can benefit your career. LIVE Learning: The Better, More Interactive Learning Method LIVE & interactive learning entails experienced tutors and instructors delivering lectures via LIVE online learning platforms that are built with features to aid in engaging educational learnings. Furthermore, Online Courses are delivered in a similar format that is found in a traditional classroom. With interactivity, teachers can not only deliver lectures, take LIVE questions, and respond, but also the students can interact with one another - just like they would in a brick and mortar classroom. Taking Online Courses Up a Notch Instead of sitting through a pre-recorded lecture, you can now attend the session LIVE. And the best part about this type of learning is that both tutors and students can interact with each other, so query resolution is instant, students can voice out their thoughts, collaboration becomes easy, and the face-to-face interaction definitely makes it more interactive. Reasons Why LIVE & Interactive Learning is Taking the Lead ● Comfortable Learning Pace Students pursuing LIVE & interactive online courses get the opportunity to learn at their own pace. They can discuss their questions in LIVE lectures and interact with the faculty as well. ● Focus on Tougher Modules In a regular classroom, the teacher always decides which modules require special focus. However, with LIVE & interactive learning, you can choose how much time you want to spend on a particular module. ● Extensive Study Materials Another added benefit of LIVE & interactive online courses is that you have access to study material 24*7 and from anywhere. This gives you control and ample time to go through the material more than once or as required. ● Opportunity for More Interaction Ranging from Online Data Analytics Courses to finance, marketing, and sales, online courses allow students to involve themselves in class discussions and chat with more ease. This is just not possible in regular face-to-face interactions where teachers can ask questions and embarrass you in front of the entire class if you are wrong or don’t know the answer. It’s Not a Roadblock, Rather an Accelerant to Your Career The best part - you don’t have to leave your current job to pursue a degree program. Passion to gain knowledge and upskill and a search engine that will take you the right online course is all you need. So whether you are scouting for online data analytics courses, machine learning courses, or digital marketing, LIVE & interactive learning can help you gain the education you deserve.

Learn Quran Kids is an international, Quran institute providing online Quran classes for kids & adults. Although our Quran tutoring services is focused towards kids but we also provide online Quran classes for adults and beginners for both ladies and gents. Learn Quran Kids have a reliable and educated teaching staff. Here we teach learning Quran online with Tajweed.

Anayansi Corey has a teaching history at the elementary level and is currently a Spanish tutor. She's received her Teaching Credential with an emphasis in Bilingual Cross-Cultural Education in Spanish from the California State University of Hayward. As she completed her degree, Anayansi also served in the US Army Reserves, attending drill weekends a least once per month. Her personal goals include traveling and spending time with her family, including a safari in Africa and visiting Asia countries.

When we homeschool, we take on the role of full-time (as in most-waking-hours full-time) parent, teacher, tutor, nurse, and counselor. It feels exhausting because it is likely more responsibility than we’ve ever had to shoulder before, and we’re probably not prepared or equipped for it. The amount of responsibility isn’t a problem; it’s our calling. When God calls us to educate our children at home, He also equips us to do so.

The great teacher not only teaches, but also weans off.

History is my strong suit." She had long ago taken it upon herself to read every book in the palace library, after discovering just how flimsy her education was. While the sons and daughters of palace courtiers came home from school each day brimming with new knowledge, Jasmine was kept at home with a tutor--- and her private lessons in etiquette and art weren't exactly the foundation that kings were built on. Sometimes Jasmine had the sneaking suspicion that Taminah never expected her to end up on the throne at all, that she was preparing the princess to be a royal wife instead. After all, she had mentioned more than once the possibility of Jasmine having a son in the future who could rule in her stead. But one other thing the older woman had done right was introduce Jasmine to books, especially Agrabah's myths and fables, in which terrors jumped from every page. Stories with heroes and demons so vivid, they could have been real. After she had read all the stories she could get her hands on, Jasmine moved on to history texts and illustrated maps. Hers might have been an incomplete education, but those books allowed a sheltered princess to see some of the world, both real and imagined. And they gave her a window into the past.

Jancsi was a formidable mental calculator even as a child. Some sources suggest that he could multiply two eight-digit numbers together in his head when he was six. These abilities, remarkable enough to astonish his early tutors, may have been partly inherited from his maternal grandfather. Though Jacob Kann had no formal education beyond secondary school, he could add or multiply numbers into the millions. Von Neumann would recall his twinkly-eyed grandfather’s mental gymnastics with pride when he was older, but he admitted he was never quite able to match them himself.

In Washburne’s system, by contrast, students, with the help of self-paced exercises, proceed at varying rates toward the same level of mastery. Those who learn more quickly can move ahead or do “enrichment exercises.” Those who learn more slowly are helped along by individual tutoring, or peer assistance, or additional homework.

Solon and Pisistratus were very fond of one another. We are told they entered into a love affair when Pisistratus was a good-looking lad in his teens. Despite a wide gap of thirty years between them, this is not implausible. Solon was highly sexed, if we may judge from his poetry, where he writes of the delights of falling in love “with a boy in the lovely flower of youth,/Desiring his thighs and sweet mouth.” However, it would be wrong to believe that either man was necessarily, in our modern sense, gay. This is because from the eighth century onwards the Greek upper classes established and maintained a system of pederasty as a form of higher education. A fully grown adult male, usually in his twenties, would look out for a boy in his mid-teens and become his protector and guide. His task was to see him through from adolescence into adulthood and to act as a kind of moral tutor. Sex was not compulsory, but it was under certain strictly defined conditions allowed. The older man was the active lover/partner or erastes and the teenager was the loved one, or eromenos. Buggery was absolutely out of bounds and brought shame on any boy who allowed it to be done to him. It could have the most serious consequences, as the fate of Periander showed. This famous tyrant of Corinth in the seventh century unwisely teased his eromenos in the presence of other people with the question: “Aren’t you pregnant yet?” The boy was so upset by the insult that he killed Periander. A popular and acceptable technique for achieving orgasm was intercrural sex: both participants stood up and the erastes inserted his erect penis between the thighs of the eromenos and rubbed it to and fro. The youth was not meant to enjoy his lover’s attentions or show signs of arousal; rather, he was making a disinterested gift of himself to someone he admired. The great Athenian writer of tragic dramas, Aeschylus, wrote a play about the love between the two Greek heroes, Achilles and Patroclus. It was called The Myrmidons, after the warriors whom Achilles commanded during the Trojan War. Achilles is presented as the erastes, and reproaches his lover, in rather roundabout terms, for declining an intercrural proposition.

[Peter the Great] also wanted women to take off their veils and mingle with men at social gatherings. He even wanted them to have tutors and be educated like men.

The fervor for establishing public schools in Massachusetts found no counterpart in Virginia, where illiteracy was much higher and education was largely restricted to those wealthy enough to afford to have their own children educated at home by tutors. In Virginia, the printing press was deliberately restricted by the powers that be, to keep reading matter from the masses, while the aristocracy often had impressive libraries in their homes.

We might all agree that everyone would be better off if there were less positional competition. It’s stressful, it’s wasteful, and it distorts people’s lives. Parents wanting only the best for their child encourage her to study hard so she can get into a good college. But everyone is doing that. So the parents push harder. But so does everybody else. So they send their child to after-school enrichment programs and educational summer camps. And so does everyone else. So now they borrow money to switch to private school. Again, others follow. So they nag at their youngster to become a great musician or athlete or something that will make her distinctive. They hire tutors and trainers. But, of course, so does everyone else, or at least everyone who has not gone broke trying to keep up. The poor child, meanwhile, has been so tortured by parental aspirations for her that she loses interest in all the things they have forced her to do for the sake of her future.

I’m starting a foundation, Cameron. To help lower-income women get an education. We’ll provide books, tutors, pay testing fees, supplement tuition. We’ll provide a nice outfit for interviews, even. And then, when those girls get out into the workforce, we’ll continue to help them. Like a return on our investment in them, in a way. These women will help other girls like them. They’ll write legislation, provide health care, cure diseases, fight in courts against discrimination. They’ll teach and mentor and shelter, if need be. It’s going to be a charity, but a think tank too. Helping women to reach their potential, then helping them help other women.

5.2. Copyright and Disclaimer Copyright 2014 Metin Bektas. All Rights Reserved. This book is designed to provide information about the topics covered. It is sold with the understanding that the author is not engaged in rendering legal, accounting or other professional services. The author shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused or alleged to be caused directly or indirectly by the information covered in this book. The book is for personal use of the original buyer only. It is exclusive property of the author and protected by copyright and other intellectual property laws. You may not modify, transmit, publish, participate in the transfer or sale of, reproduce, create derivative works from and distribute any of the content of this book, in whole or in part. The author grants permission to the buyer to use examples and reasonably sized excerpts taken from this book for educational purposes in schools, tutoring lessons and further training courses under the condition, that the material used is not sold or given away and is properly cited.

Ever since ninth grade, when his preparations to go to an Ivy League college began in earnest, he and his parents have worked on his getting everything “right.” If he wasn’t getting enough playing time on a team, his father went in to see the coach. When his College Board scores weren’t high enough, he had personal tutors. He had no interest in science, but his high school guidance counselor decided that a summer program in neurobiology was what he needed to round out his college application. Now he is three years through that Ivy education and hoping for law school. He is still trying to get things right. “When you talk in person,” he says, “you are likely to make a slip.

One of the first translators of Fyodor Dostoyevsky, Constance Garnett (1861–1948) was born in Brighton, England, educated in Latin and Greek at Newnham College, Cambridge, and tutored in Russian by the exiled Feliks Volkhovsky.

If it’s a girl,” she continued, “let’s not allow her too much education.” “I agree,” Matsuda answered. “Too much schooling is no good anyway.” “Of course, we’ll have to send her for the compulsory years.” “No, they’re the worst. Let’s hire tutors.” “Far too expensive. I’ll never agree to that,” Fumiko replied. “No, she can just go to the local school. When she graduates from junior high, I’ll keep her at home and treat her like a maid. By this time of the morning, she’ll be up cooking our breakfast. I’ll be lying in bed like this, taking it easy with you.” “That sounds nice.” “So it appeals to you. In that case, I’ll make her cook breakfast when she’s in grammar school.” “Will a first-grader be able to cook?” “She won’t have any choice. And she’d better get the rice just right.” “The poor little thing!” “But it’s best to be strict with girls — better for them.” “True.” “I’m not going to have a girl who thinks too much. Let’s raise her so she’ll never talk back. I don’t mean just so she can restrain herself — I want her incapable of talking back — a girl who has no opinions of her own. A girl who does what she’s told, automatically, like an idiot. Even her face must be an idiot’s face.” “A girl like a doll.” “Yes. When she’s small, I’ll train her to serve other people, like a good little wife — like the girls in ancient China. As soon as she gets out of school, I’ll marry her off.” “I’ll go and visit her. I’ll take her some of that sugar we got as a present, behind your back.” “Will you indeed.” “But you never use it to cook with. There’s too much, anyway.” “How do you know?” “You told me.” “Did I? Well, take it, then.” “I’ll go and see her every Sunday.” “Her husband won’t like that.” “That’s all right. He’ll understand. I’ll find her a kind husband.” “He won’t stay that way. I’ll encourage him to be cruel and mean. You must encourage him, too — to have affairs and drink. If you meet any beautiful women, you mustn’t keep them for yourself. Send them over, lots of them, to him, just like the sugar. She won’t get any sympathy when she comes over to complain. I’ll show her my body. ‘Look!’ I’ll tell her: ‘Look at what your father does to me. I can bear it, and so should you!

For Clement, philosophy is to the Greeks what the law is to the Jews–a tutor. Salvation, as complete righteousness, comes ultimately through one’s education of the Son.

In the absence of a perfect universal mentor, books and other texts are the best and cheapest stand-ins, always available to those who know where to look. Watching details of an assembly line or a local election unfold isn’t very educational unless you have been led in careful ways to analyze the experience. Reading is the skeleton key for all who lack a personal tutor of quality.

find that fascinating, Father Louis? You’re from Reims, that’s near the German-speaking lands.” “It is,” he said. “You’re well educated, my lady.” Ragna felt she had passed a test. She wondered whether Louis’s condescending attitude had been a deliberate attempt to provoke her. She was glad she had not risen to the bait. “You’re very kind,” she said insincerely. “My brother has a tutor, and I’m allowed to sit in on the lessons as long as I remain silent.

HOMESCHOOLING, n. The education of children at any place other than a school—usually by parents, tutors, or a mix of both. Where homeschooling is legal, it follows the public curriculum and tends to grow in correlation with parents’ dissatisfaction with the alternatives. Where it’s illegal, all children are forced to go to school, regardless of affinity, bullies, or circumstances—unless of course there is a pandemic and the adults freak out. See HOMESCHOOLING in the Guide to Alternative Education.

HELICOPTER PARENTS, n. Fathers and mothers who are well-intended, overprotective, busy, and full of FOMO (fear of missing out). Anxious that their children won’t fly, they train their kids like professional pilots. By the time they are entering puberty, they have often mastered musical instruments, one elite sport, and all sorts of academic studies—thanks to endless evenings with tireless tutors. Having no time for themselves, little helicopters tend to hover over their own identity crises (usually shortly after puberty), and only decades later realize that they are flying fast in the wrong direction.

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HELICOPTER PARENTS, n. Fathers and mothers who are well-intended, overprotective, busy, and full of FOMO (fear of missing out). Anxious that their children won’t fly, they train their kids like professional pilots. By the time they are entering puberty, they have often mastered musical instruments, one elite sport, and all sorts of academic studies—thanks to endless evenings with tireless tutors. Having no time for themselves, little helicopters tend to hover over their own identity crises (usually shortly after puberty), and only decades later realize that they are flying fast in the wrong direction.

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One morning I discovered our Bitcoin wallet emptied, $350,000 gone, stolen by a fake tech-education partner, I sat frozen in the cold glow of my laptop. Those funds were meant to build coding labs, buy laptops, and bring robotics workshops to kids in neighborhoods where hope often felt like a rumor. Now, the balance reads $0.00. The screen’s blue light reflected off empty desks in our community center, where laughter had once bounced during programming camps. I felt like I’d failed a thousand futures. Then, Ms. Rivera, a retired teacher who’d turned her garage into a makeshift tech hub, found me staring at the void. Her hands, still chalk-dusted from tutoring algebra, gripped my shoulders. “You’re not done yet,” she said. That night, she posted our story in an online educators’ forum. By dawn, a flood of replies poured in, but one stood out: “Contact On WhatsApp +.1.5.6.1.7.2.6.3.6.9.7 OR Email. Tech cybers force recovery (@ cyber services (.)com. They’re miracle workers.” I called, voice shaking. A woman named Priya answered, her tone steady as a lighthouse. She asked questions in plain language: “When did the money vanish?” “What’s the scammer’s wallet address?” Within hours, her team mapped the theft, a maze of fake accounts and dark web mixers. “They’re hiding your Bitcoin like needles in a haystack,” Priya explained. “But we’ve got magnets.” Sixteen days of nerve-wracking limbo followed. Our volunteer coders, like Jamal, a college dropout teaching Python to teens, refused to cancel classes. “We’ll use chalkboards if we have to,” he said. Parents brought homemade meals, kids scribbled “THANK U” notes for labs they hoped to see. Then, on a rainy Tuesday, Priya called: “94% recovered. The kids won’t miss a thing.” I’ll never forget reloading the wallet. The balance blinked back $329,000 as Jamal whooped and Ms. Rivera dabbed her eyes with a handkerchief. Today, our labs hum with donated laptops. Kids like Sofia, an 11-year-old who codes apps to find clean water sources, light up screens with ideas that could change the world. TECH CYBER FORCE RECOVERY didn’t just reclaim coins, they salvaged dreams. Priya’s team works like teachers of the digital age, turning scams into lessons and despair into grit. And to the forum stranger who tagged them: you’re the quiet hero who rewrote our story. If your mission gets hacked, call these wizards. They’ll fight in the shadows so kids like Sofia can keep lighting up the world.