Sir franchise bacon, my favourite author

Sir Franchise Bacon, My Favourite Author

Bacon, in the sense that his thirst for knowledge is unquestionable. He was interested in every branches of knowledge. He was not only a mere essayist but also a pioneer of science. He was a man of towering and powerful observation and he used this gift for the study of man. He is clearly seen in his essays, sometimes as a teacher, sometimes as a philosopher, and moralist. For all these reasons I like him a lot.
Brief Account of the Author
Sir Franchise Bacon is acclaimed as the father of English Essays and the greatest prose- Wright of the Jachobean period. His essays are treasure house of worldly wisdom. They cover a very wide range and variety and they certainly provide abundant proof of the vast experience and worldly wisdom of man who wrote them.
Describing Some Stories of Bacon in Short
This is a popular essay of Bacon. It deals with some of the most common experience of human life. Here Bacon takes a balanced view of the married and single life upon their merits and demerits of real life situation. Bacon says that unmarried man can sacrifice themselves for the cause of public affairs like equality and liberty of the country. Bacon expresses his wisdom with wit when he says that chaste women are often proud and forward as presuming upon in the merit of their chastity.
In this essay Bacon says that friendship is treasure. If a man has a friend, he can help him in weal and woe. According to him, a true friend may be a partner of joys, sorrows and happiness and he can get consolation from his friend.
It this essay we find that he has shown the readers a loves of truth. He says that a man’s mind should turn upon the poles of truth. Bacon tells about the creation of light reason, which is scientifically based on truth. He says that the first creation of God, in the works of the days, was the light of the sense, the last was the light of the reason and his Sabbath work, ever since, is the illustration of his sprit of his spirit with life because it can play havoc with his fortune.
He points out through generalization that we should study. If we spend much time for studies over theoretical aspects instead of applied aspects then we encouraged sloth. Over much study leads us to show our pedant city and boosting too much study make us or till badly upon us, he provides us with prescriptions as to how we should study. He says that some books are red in parts, some entirely, some curiously, some carefully and some summarily.
Bacon says that during childhood and youth one may get much liberty and he urges parents to chexpose the vacation and coarse while their children, will be made otherwise they will take the shelter of nakedness. According to him there are two types of learning, one is Pedagoggy which is Children learning what is rendered by the parents and his surroundings and the other is Andragoggy which is adult learning what is rendered in the form of guidance and control where nobody can teach the adult.
I Like His Books
I like his essays not only because they are gripping plots, but also they bring the hidden truth of our practical life into the limelight.

Buy rocket spanish and get professional instructors

Buy Rocket Spanish and Get Professional Instructors

Many programs for learning a new language offer Tapes or CDs to listen to but you do not see the person speaking. To learn by simply listening to a voice is not an easy task for most learners. Seeing the speaker adds a second dimension to the learning experience and helps people to relate to the subject by relating to the person speaking.

Recalling something, you heard a person say causes your memory to react with greater ease when you can recall the face of the person speaking. The senses of hearing and seeing work together helping our minds recall what heard.

Rocket Spanish helps people learn and recall what they hear by providing an online interactive Spanish course presented by two professional instructors. The instructors bring to life the learning experiences associated with the course. Mauricio Evelampieff is the author of Rocket Spanish, which includes several different learning techniques for adult and older learners. Mauricio was born in Chile and today lives in California. Amy Waterman the second instructor was born in the United States and after several years living and working in the Andes Mountain area of Ecuador worked with Mauricio to create Rocket Spanish.

The concept of interactive learning is the key to success using Rocket Spanish. This concept is the product of Amy’s years of experience. Mauricio wrote the program. He continues to build on and improve the contents of this comprehensive Spanish course. The goal of Rocket Spanish is to guide those who purchase the course successfully toward becoming Spanish speakers who can communicate with other Spanish speakers. We learn to speak Spanish by speaking Spanish is a main concept developed in the Rocket Spanish course.

Rocket Spanish presents Spanish through the voices of Amy and Mauricio. Learners learn to model their approach to Spanish dialogue. Embedded audio is present in the online presentations offered by the two instructors. Those taking the course lessons see and hear Mauricio and Amy as they present words, phrases and sentences or carry on conversation in English and Spanish. Those taking the course have Ebooks filled with grammar lessons, usable words and phrases, vocabulary exercises and other helpful educational tools.

Together Mauricio and Amy guide learners from lesson one to lesson thirty-one and beyond through follow-up newsletters which include a new free lesson. The Rocket Spanish program includes MegaVocab and MegaAudio so learners are always using their eyes and ears to achieve their personal goal of learning to speak Spanish. Those who purchase the Rocket Spanish course succeed when they spend time practicing the lessons presented along the way. The thirty or so minutes spent with the instructors online will not cause participants to become Spanish speakers. The learners need to practice what they learn by speaking the Spanish taught in each lesson. Teachers teach and learners learn only when they put into practice the lessons taught.

I recommend you to buy Rocket Spanish now, but if you are not sure at this time, request the free six lesson mini-course and experience the joy that comes with learning to speak Spanish. Invite someone to join you in a new adventure!

Step by step – or – rev by rev – passing your test:

Step by Step – or – Rev by Rev – Passing your test:

To begin at the beginning, (nearly always the preferred starting position for most people!) the Learner Driver, when he first undertakes the course of learning to drive, is beginning a series of actions that eventually take him to the point of being able to pass his driving test, and then doing so. This may seem just stating the obvious, but there is an applicable and salient point here, and that is that you are following a series of steps that progress from simple basics, right up to more complex understandings and procedures – such as doing a three-point turn, blindfold in a snowstorm! No, sorry – that isn’t a requirement of the Driving Test these days, just an attempt at a joke.

The fact is, that while learning to drive is a serious matter and should be worked at with due respect and diligence, it is still an activity that you should be able to enjoy. This can often get forgotten in all the detail and duress, seemingly involved in learning how to drive and passing one’s test.
This is an important enough point to bring up and to stress. There is a “purpose” to all of this toil and brain-ache, and that is to be able to drive safely and efficiently, and so go on to enjoy a lifetime of motoring as something rewarding and fun!

With that in mind, the prospective motorist should set out on the necessary steps of learning how to drive, with a bit of joy in his heart and a lift to his step. And talking of steps, that is what he will be going through, a step by step process, and one that goes through the needed gradients of increased skill and knowledge, until finally he is a tested and fully licensed driver! The steps that he progresses through are as follows:

Orientation of the names and functions of all the different parts of the car, the key parts of the engine, chassis as well as the controls and mechanisms to do with the driving of the vehicle. Then learning about the starting of the car, the use ignition key and the positioning of parts like the handbrake, mirrors, clutch and accelerator.

Then further understanding of all other parts of the car, including the steering wheel and correct positioning of hands, correct use of the car’s brakes, proper positioning of the seating, seat belts, etc. Then with the engine still off, the student is asked to simulate the starting procedure, the clutching process, and to go through the different gears from first, through second, third, and so on, through to fourth and fifth, and also proper use of the reverse gear.

Then, once the learner is sufficiently familiar and comfortable with all of these basic procedures, the Driving Instructor will have him start the engine, and slowly move the car forward. And so through a step by step process, the learner is gradiently brought through the whole action of being able to safely and confidently, start, control and stop a car.

The keynote to this whole procedure is summed up in one word: GRADIENT.

Always keep to the step of the procedure you need to get fully competent with, and then when you’ve achieved that, then, and only then, move on.

Never try and skip a gradient – always do it step by step – rev by rev!

Realism in education

Realism in Education



Just as Naturalism comes on the Educational scene as a protest against systems of education that have become artificial. Realism appears to be a reaction against curricula consisting of studies that have become bookish, sophisticated and a abstruse. As we have a slogan in Naturalism- ‘ Back to Nature ‘ – in Realism we have a slogan-‘ Things rather than words ’.

Idealism deals with ‘mind and  Self ,’ Naturalism emphasizes ‘Matter and Physical world’, and pragmatism ‘Refuses to speculate and transcend beyond experience ‘. And according to Realism the external world of objects is not imaginary. It really exists, “Our experience is not independent but determines reaction to the external objects. Experiences are influenced by the external world which has real existence.” (Dr. Pandey Ram Shakal : An Introduction to Major philosophies of Education, pp. 149-50 ). It is a new outlook. and this new outlook is termed as Realism.

The realistic movement in education started from the 16th century. The 16th and 17th centuries witnessed great inventions and epochal discoveries which greatly increased the store of human knowledge. They extended the horizon of human knowledge. The rise of scientific inquiry opened new vistas before human mind. ( Bacon’s formulation and statement of the new scientific method. ) All these lead to a new spirit of inquiry into the realities of nature. Man started to believe more in himself. He thought that he would conquer the entire world with his supreme gift of rationality. The interest in language and literature began to wane and people became more and more interested in man and his environment.

Consequently, there arose a demand of/for a new type of education in which truth rather than beauty, realities of life of the day rather than the beauties of the old days were aims of education as there was a great premium on Man and human endeavour combined with science  and common sense. This new conception was marked by an awakened interest in the natural phenomena and social institutions. This new outlook came to be termed as  ‘Realism in Education ’.  “ The realist enters his emphatic protest against a cleavage between the work of the school and the life of the world outside it. “ ( Rose, James S. : Ground work of Educational Theory, p. 214 ).

“Education is that which makes a man happy by getting acquaintance with real circumstances of life, create capacity for struggling with adverse situation in life. Realistic education is connected with the needs of life. ”  ( Dr. Chaube, S.P. and Akilesh : philosophical and Sociological; Foundation of Education , P. 171 ).


1)      External world is a solid Reality, whether known or unknown to man. Reality is already in existence and in the invention of man. It exists independently of being known to perceived by, or related to mind. Man can only comprehend it, through senses. One should dip below the surface to know the reality.

2)      Realism places great premium on Man and human endeavor, which it says, should be combined with science and common-sense. It, however, asserts that ‘Man is finite’ and learning is necessary for a finite man, Education is the process by which he lifts himself up to the external. “ The Realists wish man to be a man of affairs, practical and always seeker of deeper and deeper truth and reality,”

( Taneja, V.R. : Socio-philosophical Approach to Education, p. 241 ).

3)      The realist say that ‘Mind’ like any other material thing has mechanical functioning. They discount its creating ability. “Just as any object of universe can be ‘true’ or ‘false’ similarly mind is also ‘true’ or ‘false’. The development of  mind is the part of the process of development of  the world.” (Dr. Chaube, S.P. and Akilesh : Philosophical and Sociological foundation of Education, p.171 )

‘Mind is what it studies’. (Herbert). If this concept of the realists is accepted in     education then we are forced to believe that children’s mind are ‘mere cameras to register the reality of the universe. ’Philosophers say that mind has lot of scope for enrichment elevation and creativity.

4)      Realism tries to build up a body of systematized knowledge, which is certain and objective and agrees with the standpoint of physical sciences. It says that every reality can be proved by observation, experience, experiment and scientific reasoning, For them, experience is the touchstone of what is real. Whenever  the simple and direct experience can’t determine the objective truth, the common sense puts its truth in scientific research. In the present world of falling idols and falling ideals, the realists emphasize the role of intelligence as great significant, as it formulates the concepts and develops general and abstract ideas.

5)      The realists of all brands aver that values are permanent and objective and say that although institutions and practices very a great deal, the fundamental values of society should not change. The children should be taught those values, which have proved enduring throughout history. They should be taught the nature of ‘right’ and ‘wrong’ and what is objectively good and beautiful.

In brief, Realism believes in the usefulness of the world and the material existence in its field of action . It believes that whatever is real is independent. Whatever is, is and exists. Its presence of existence does not depend upon the knower. (Compare with idealist’s standpoint. ) The individual doesn’t make reality, he only discovers it.

Main tenets :

i)                    Realism believes in the world which we see of perceive to be real. According to them it is wrong to say  ???? ???µ?? •????? ??????µ?? I

ii)                   Realists believe in the present life.

iii)                 They believe that the truth of life and aim of life are in the development from the present unsystematic life.

iv)                 Knowledge is real and can be assimilated by the human beings.

v)                  The realists distinguish between ‘appearance’ and ‘reality’.

vi)                 Realism believes that there is an objective reality apart from that which is presented to the consciousness.

The developing realism has adopted four points in education :

i)                    Humanistic Realism,

ii)                   Social Realism,

iii)                 Sense Realism, and

iv)                 Neo-Realism.

i) Humanistic Realism in education

Humanistic realism is the reaction against the emphasise on form and style of the old classical literature. It has great regard for the ancient literature but it emphasizes the study of content and ideas in the ancient classical literature to understand one’s present social life and environment. The aim is not to study the form and style of old literature to have mastery over it. The study of old literature is a means to understand the practical life. History, Geography, Kautilyas Arthashastra are the subjects and books should be studied for this purpose. Erasmus (1446-1537 ), Rabelais (1483-1553), John Milston (1608-1674) were the supporters of this faculty.

ii)                   Social Realism in education

Social Realism in education is the reaction against a type of education that produces scholars and professional men to the neglect of the man of affairs i.e. pr
actice. Education should not produce men who are unfit in social life. The purpose of education, according to social realists, is to prepare the practical man of the world. Michael de Montaigue (1533-1592) was the main supporter of this faculty.

iii) The sense Realism in education

The sense realism in education emphasizes the training of the senses. Senses are the gateways of knowledge and learning takes place the operation of the senses. According to sense-realists nature is the treasure house of all knowledge and this knowledge can be obtained through the training of the senses.

The sense-realists emphasized the three things :

a)      Application of inductive method formulated by Bacon in order to organize and simplify the instructional process.

b)     To replace instruction in Latin by the instruction in Vernacular, and

c)      To substitute new scientific and social studies in place of the studies in language and literature. Richard Mulcaster (1531-1611), Francis Bacon (1561-1626), Ratke (1571 to 1635) and Comenius  (1592-1670) were the supporters of this faculty.

iv) Neo-Realism in education

Neo-Realism is really a philosophical thought. It appears the methods and results of modern development in physics. They do not consider the scientific principles everlasting while they express the changeability in them. They support the education of art with the science and analytical system of education with the humananistic feelings. They consider living and un living all objective to be organs and the development of organs is the main objective and all round development of the objects is the main characteristic of education. Bertrand Russel and whitehead were the supporters of this faculty.


“Realists do not believe in general and common aims of education. According to them aims are specific to each individual and his perspectives.” (Seetharamu, A.S. : philosophies of Education, p.74). And each one has different  perspectives. The aim of education should be to teach truth rather than beauty, to understand the present practical life.

The purpose of education, according to social realists, is to prepare the practical man of the world.

The science realists expressed that the education should be conducted on universal basis. Greater stress should be laid upon the observation of nature and the education of science.

Neo-realists aim at developing all round development of the objects with the development of their organs.


According to humanistic realism classical literature should be studied but not for studying its form and style but for its content and ideas it contained. Milton, one of the supporters of humanistic realism, has drafted a curricula of education as follows :

1st year – Latin, grammar, arithmetic and geometry. Reading of simple Latin and


2nd year – Greek, agriculture, geography Natural philosophy, mathematics,

engineering and architecture.

In the next 5th year – chief writings of the ancients in prose and poetry on these             subjects.

Remaining years – Ethical instruction, Bible, Hebrew, Greek, Roman and Saxon Law, economics, politics, history, logic, rhetoric, poetry-all by reading select writhers.

Social realism was generally recommended for the people of the upper social class/strata. It combined literary elements with ideals of chivalric education. Naturally it included the study of literature, heraldry ( the science dealing with coats of arms and the persons who have right to wear them ), genealogy ( science of the development of plants and animals from earlier forms ),riding, fencing, gymnastics, study of modern languages and the customs and institutions of neighboring countries.

Sense-realism attached more importance to the study of natural sciences and contemporary social life. Study of languages is not so significant as the study of natural sciences and contemporary life.

Neo-realism gives stress on the subject physics and on humanistic feelings, physics and psychology, sociology, economics, Ethics, Politics, history, Geography, agriculture varied arts, languages and so on, are the main subjects to be studied according to the Neo-realists.


  1. Education should proceed from simple to complex and from concrete to abstract.
  2. Things before rules and words.
  3. Students to be taught to analyze rather than  to construct.
  4. Vernacular to be the medium of instruction.
  5. The order of nature to be sought and followed.

( The child can rule over the nature if the natural laws are followed. )

  1. Repetition is necessary for retention.
  2. Individual’s experience and spirit of inquiry is more important than authority.
  3. No unintelligent cramming. More emphasis on questioning and understanding.
  4. Methods of scientific thinking formulated by sir Thomas Bacon.

( Inductive method of education ).

“(There are and can be only two ways for investigation and discovery of truth. One flies from senses and particulars, to the most general axioms and from these principles and infallible truth determines and discovers intermediate axioms….the other constructs axioms from the senses and particulars by ascending continually and gradually, so as to teach most general axioms last of all.)” – Bacon.

10.  Social realists follow the method of travel of journey method, which will give real experience of varied aspects of life  improve knowledge and mental faculties.


1)      A teacher should be such that he himself be educated and well versed with the customs of belief and rights and duties of people, and the trends of all ages and places.

3)      He must have full mastery of the knowledge of present life.

4)      He must guide the student towards the hard realities of life. He is neither pessimist, nor optimist.

5)      He must be able to expose children to the problems of life and the world around.

( To master one’s own environing life natural, social through a knowledge of the broader life of the ancients.)

A teacher should always keep in mind-

  1. Re-capitulation is necessary to make the knowledge permanent.
  2. One subject  should be taught at one time.
  3. No pressure or coercion be brought upon the child.
  4. The practice of cramming should be given up.
  5. The uniformity should be the basic principle in all things.
  6. Things should be introduced first and then the words.
  7. The entire knowledge should be gained after experience.
  8. The knowledge should be imparted on the basis of organs.
  9. Straight forward method should be adopted for teaching.

10.  There should be a co-relation between utility in daily life and education.

11.  The child should be told the utility of whatever is taught.

12.  The simple rules should be defined.

13.  All the subjects should be taught in proper order.

14.  Various organs of education should be taught in chronological order.

15.  The topic should not be given up unless the boys understand it well.

16.  To find out the interest of the child and to teach accordingly.


1)      “Realism in education recognizes the importance of the child. The child is a real unit which has real existence. He has some feelings, some desires and some powers. All these cannot be overlooked. These powers of the child shall have to be given due regard at the time of planning education. ”  1

2)      “ Child can reach near reality through learning by reason.” 1

3)      “ Child has to be given as much freedom as possible.” 1

4)      “The child is to be enabled to proceed on the basis of facts,” 1

5)      The child can learn only when he follows the laws of learning.”1

(When only one response is repeated for one stimulus, it conditioned by that stimulus. Now wherever that situation comes, response will be the same; this is the fact.)

6)      “ The child is to be understood a creature of the real world there is no sense in making him a  God . He has to be trained to become a man only.”  1( Dr. Pandey Ram Shakal : An introduction to Major philosophies of Education, pp.160. 161 ).


1) School organization would be based on the real needs of society. It is not proper that a college should be established due to political pressure at a place when it is not needed.

2) The opening of science classes in every school is must. Only academic and literary subjects are not sufficient to fulfill the needs of the society.

3) Realism doesn’t oppose co-education. Sex-drive is a real feeling. It is a natural happening so it can not be rejected.

4) School is the mirror of the society. It is a miniature form of society and it presents the real picture of the society


Discipline is adjustment to objectivity. It is necessary in order to enable the child to adjust himself to his environment and concentrate on his work. Bringing out change in the real world is  impossible. The student himself is a part of this world. He has to admit this fact and adjust himself to the world.

A disciplined student is one who does not withdraw from the cruelties, tyrannies, hardships and shortcomings pervading the world. Realism has vehemently opposed withdrawal from life. One has to adjust oneself to this material world.

Thus, the realism has brought great effect in various fields of education. The aims, the curriculum, the methods of teaching the outlook towards the child, the teachers, the discipline and the system of education all were given new blood. Realism in education dragged the education from the old traditions, idealism and the high and low tides to the real surface.


1)      “ Realism recognizes the real existence of the material world. This recognition remains un objected to unless he says that only material world really exists. The question arises- Is there no power behind this material world ? Does it have its own existence ? What is the limit of the universe ? The realist does give reply to these questions but these replies are not found to be satisfactory. The real existence of material world may be admitted but how can the existence come to an end in the world itself ?  ” 1

2)      “ The realist claims to be objective. Objectivity in knowledge is nothing but the partnership of personal knowledge. Knowledge is always subjective.” 1

3)      “ The realist recognizes the origin of knowledge from the datum achieved by senses and asserts that only objects are main and it is through their contact that knowledge is acquired. Then how does our illusion arise ? How does knowledge become fallacious ? Where does the external object go in dream ? The realist is unable to answer these questions satisfactorily. ” 1

4)      “ The realist does not accept the existence of transcendental ( not based on experience or reason ) being. How could be know the non-existence of that which does not exist ? Has non-existence got  no existence ?  void ness and non-existence also are the parts of existence. Here the realist is dumb completely. ” 1

5)      “ Realism admits real feelings and needs of life on the one hand, gives no place to imagination and sentiment, on the other. What a contradiction ? Are imaginations, emotions and sentiments not real needs of human life ? Is emotionless life not almost dead life ?  Can life be lead on the basis of facts only ? ” 1

6)      “ No inspiration to remove the defects of modern education can be achieved unless the impressiveness of pure and high thought is admitted and attitude is not confined to present facts only;  because the realist is satisfied simply by the fulfillment of the needs of daily life and be does not care to make life sublime.” 1

7)      “ Today the effect of realism has given rise  to the wave of science. It is right, but there should be no indifference towards art and literature. The realist supports this negligence. ” 1

8. “ Realism enthuses disappointment in students and teachers. No progress can be made by having faith in the facts of daily life and shattering faith in ideals. Life is but full of miseries and struggles. Sorrow  is more predominant than joy in the world. A person becomes disappointed by this feeling. That is why realists often appear to be skeptics ( person who doubts the truth of a particular claim, theory etc. ).Pessimists and objectionists, ”1      ( Dr. Pande, Ram Shakal : An Introduction to Major philosophies of Education, pp. 170-171.)


Some of the points raised against realism may be true but some are raised under ignorance of the study of realism in the true sense. Its contributions to modern education should not be ignored. Today attention is being paid towards technical and vocational education in all corners of the world. There are many Engineering Colleges in India, too. Everywhere there is an arrangement of higher education of Medicine and Law.  Increasing interest towards empirical education is the application of the realistic attitude.

There are two main contributions of the education based upon the realism. Firstly, it tried to remove the gulf-between the life and education.  Secondly, it propounded the principle of experimentation and observation in education. It was realism that first introduced the thought that the organs are the door way to knowledge and the knowledge can be gained through the inductive method. The wordy education and bookish knowledge are not sufficient. Real education is that which brings about union between nature and society based upon one’s own experience.


1.Dr. Pande, Ram Shakal : An Introduction to Major philosophies of Education, 1982 : Agra, Vinod Pustak Mandir, Section Six- Chapters 25 to 30, pp. 149 to 173.

2.Rose, James S. : Grouondwoek of Educational Theory, 1969 : London, George G. Harrap and Co. Ltd. , 182, High Holborn, London, W.C.I. , Chapter-X, pp. 211 to 236.

3.Dr. Chaube, S. P. Akhilesh : Philosophical and Sociological Foundation of Education, 1981 : Agra Vinod Pustak Mandir , Agra – 2. Chapter 12, pp.171 to 174.

4.: Socio-Philosophical Approach to Education, 1987 : New Delhi , Atlantic publishers and Distributors, B-2 , Vishal Enclave, Najafgarh Road, New Delhi – 110 027. Chapter – Twenty, pp. 239 to 251.

5.Seetharamu, A. S. : Philosophies of Education, 1989 : New Delhi, S. B. Nangia, for Ashish Publishing House, 8/81 , Punjabi Bagh, New Delhi – 110026 . Chapter – 6 , pp. 72 to 77.

Postgraduate studies make you the king of the world

Postgraduate Studies Make You the King of the World!

People always want to know more. Even the first couple on the Earth ate the famous apple to understand what is what. Well, Adam and Eve were exiled from Eden to go through many difficulties. It is possible to compare Adam and Eve with students who decide to start their postgraduate studies. They have to overcome a lot of difficulties to gain the sacred knowledge. Is it worth the effort? Absolutely! You get so many benefits from postgraduate study.

1. Knowledge. You gain the most precious thing in the world, i.e. knowledge. You become a professional in a definite area of study. You get to know so many secrets and tiny details of some subject. In fact, you become a guru of a definite discipline.

2. Public benefit. Postgraduate study presupposes implementing different researches. You have the possibility to improve something in this world; you can invent something which will be useful for the whole humanity. It is a great responsibility and a great joy!

3. Opportunities. Your degree brings so many opportunities in terms of obtaining an interesting and well-paid job. Employers understand the value of master’s or doctorate degrees and try to employ real professionals. By the way, you can be welcomed to teach students and share your experiences and knowledge. You can become one of those pertaining to the sacred caste of university tutors.

4. Experience. During your postgraduate study you gain priceless experience communicating with so many interesting people who can teach you a lot of things. You become a very organized person. Well, you become a highly educated person!

5. Acquaintances. You meet so many fascinating people. You can meet a lot of people of different nationalities and learn about their cultures. You will be able to make friends with so many great people!