Dionysus' Handbook for Wizard Tutors

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Official Tutor Handbook

Being a tome of Useful Information for New Tutors

The Department of Liberal Studies

Handbook for Tutors, First Edition.

Introduction, 3rd of August, 1999.

Greetings, and welcome to the Official Handbook for Licensed Tutors of the Department of Liberal Studies (henceforth referred to just as, the Handbook).

My name is Dionysus Nightrise, and I am the Dean of Liberal Studies. As such, I am responsible for the administration of the Apprenticeship Scheme, a fine institution dedicated to the education of the numerous student wizards who arrive at our guild. I am also responsible for the recruitment of tutors into the scheme.

One of the first questions I am usually asked when welcoming a new wizard into the ranks of Licensed Tutors is ‘what do I do now?’

One of the things I do when interviewing a tutor is investigate their style of tuition, the times they are normally on the disc, the number of students they can accommodate, and other such details. Each piece of information goes towards determining what kind of students would work best with the tutor. Likewise, when a student applies to me for a tutor, similar information is requested, and a tutor is assigned on the basis of compatibility.

This being true, there may not be any compatible students available for the tutor right away, and so a tutor must wait until a student is assigned (or until they independently find a student they wish to tutor) before getting an idea of what tutoring really involves.

In response to this, this handbook was drafted up. In it is a template for a structured course of education. The main lessons are listed, as are the main points of interest within each lesson. Where appropriate, suggested spells of study are also listed. This will, hopefully, provide the tutor with a sense of direction when taking on a student for the first time. More experience will no doubt allow the tutor to bend, modify and alter his techniques as he requires. :-)

Non-tutors may also find the book interesting to gain an idea of how a student’s education progresses under the Apprenticeship Scheme, and what the differences are between informal, and formal tuition. To this end, a number of appendixes have been included.

Appendix 1: This is the information available from my ‘reference’ on Discworld. It contains the information on applying to the department as a student or tutor.

Appendix 2: This is a suggested code of guidelines for Licensed Tutors. These are not rules…instead, they are hints that will make both my life as Dean of Liberal Studies, and their lives as Tutors, much easier.

Appendix 3: This is a mail I sent to a young lad asking exactly what the purpose of the department was, and why he should apply as a Licensed Tutor when he could continue as an informal teacher to students.

Well, that’s about it. Have a read of the handbook, and let me know what you think. Are there any main lessons I have left out? Any points of interest I have neglected? Any spells I should emphasise more? As this is a first edition, comments will be very much appreciated.

Regards, Dionysus, Dean of Liberal Studies.

The Basics of Wizardry

Before a student begins learning about the working of our art, it is necessary for a brief overview of what our guild is, what we can do, and what we are working towards. An overview of the necessity of ‘remembering’ and ‘forgetting’ spells is required before further steps may be taken in the guild. The importance of big dinners should also be emphasised. Students should also be taught the credo of our fine guild, which may be found in the advancement room of the University, if you know where to look.

The student should also be informed of the existence of the Wibble Fund, a most useful initiative of immense benefit to an aspiring wizard.

Main points to address:

Explanation of ‘remember’ and ‘forget’

The concept of remembering spells from grimoires before casting, and ‘forgetting’ them when they are no longer required is one of critical importance to a student wizard. The phenomenon of pure energies should be explained, including the increasing difficulty to remember new spells when your mind is already dangerously full of them. You should also point out one of the dangers of dying as a wizard is that it becomes necessary to reclaim all the spells you knew in life.

Description of the basics of ‘advancing’

An overview of the differences between ‘primary’ and ‘secondary’ skills should prove most beneficial to a student wizard. An explanation of the incremental cost of advancing, the reasons for this, and the benefits that higher abilities in each of the two main spheres (Spells, and Methods) are valuable lessons also.

Discussion of Guild Points

An explanation of what they are, how to increase them, what they can be used for, and how actions require GPs of the appropriate variety.

Overview of the Wibble Fund.

The Wibble fund makes a financial grant available to younger wizards. This can greatly aid the student, who may find the financial cost of advancing more of a burden than finding the experience to do it!

Provision of a talker stick.

You should encourage your students to take advantage of the talker stick voucher that they should have. The Wizards channel, when not filled with talk of food, sometimes is host to conversations and debates between learned (and not so learned) brother wizards. This can be valuable to wizards of all ages, not just students. The Wizards channel should also be emphasised as a secondary source of help to a student when their tutor is not on the disc.

Elementary Defensive Theory

Being a wizard is not always about having the greatest ability to work offensive magicks. It is necessary that beginning wizards be taught the basics of defensive magick before progressing onwards to the magicks concerned with the destruction of a living being. Suggestions for this part of the tuition would be Sorklin's Field of Protection, which is a spell of limited use for an experienced wizard, yet may prove most beneficial to a younger student.

Also, although it is not exactly a defensive spell in the strict sense of the word, mention should be made of Gandorfin’s Delightful Tremulation…a spell which in the right situations, may be used to divert hostile beings for a short time. Main points to address:

Occult and Physical Means of Protection

As wizards, we have a wide variety of protective magicks at our disposal. For a student, however, it may not be immediately apparent the practical differences between a magical shield, and great skill in parrying blows, for example. Aspects of magical protection such as duration, effectiveness, and the relevance of the student’s heartbeatto more physical means of defense should be discussed.

Suggested Spells for Study:

Sorklin's Field of Protection

You will need to provide your student with a shield for this spell. I suggest that, if possible, you acquire a wooden shield of the Djelian variety, for those are effective as components and lightweight in comparison to others.

Gandorfrin's Delightful Tremulation

This spell requires no components, but you should explain that, strictly speaking, it is not a defensive spell, but can be used for defensive means.

Elementary Offensive Theory

Once a wizard has learned to defend himself (or, in these ‘enlightened’ times, herself) through the use of arcane methods, the student should be directed towards some of the simpler offensive magicks available in the gymnasium tome. Particular mention should be made of Malich's Penetrating Ocular Lance (a fine spell for the younger wizard, which may often come in useful for more advanced types also), and Memories of a Vicious Chicken (being an offensive spell which packs a slightly harder punch than the Lance. It also has the benefit of demonstrating the nature of components to an aspiring magus).

Main points to address

Differences between physical and arcane combat

Again, to a student, blowing the bastards up from a distance may seem somewhat similar to thumping them with a big club…the effect is the same in the end. You should explain the difference in the techniques, such as greater GP cost for spells, longer execution time, larger range of skills required for success, necessity of components for most spells. You should also emphasise that, while there are many drawbacks in attacking with magic, it is also possible to cause huge amounts of damage with the most powerful spells. It should also be pointed out that spells such as Pragi's Fiery Gaze can do large amounts of damage to every opponent in the same room as the wizard…something that is simply not possibly by physical means.

Suggested Spells for Study:

Malich's Penetrating Ocular Lance

Fast acting, and requires few GPs. It provides a student wizard with means of magical combat, without necessitating huge amounts of magical study. No components are required for this spell.

Memories of a Vicious Chicken

This spell requires a feather, which is consumed in the casting. It does do slightly more damage than the lance, and unlike the lance, damage is guaranteed to the target.

4. An Introduction To Miscellaneous Magicks

Once a wizard has been familiarised with the basics of defence and offence, it is time to make mention of some of the other useful (and not-so-useful) spells within the Gymnasium tome. The students should be informed of the wonderful spell named Jogloran's Portal of Cheaper Travel, and also the Amazing Silicate Blorpler. Emphasis should be placed on the fact that higher skill in the working of miscellaneous magicks will benefit these spells immensely.

Tutors may also wish to provide their charges with a blorped ring to just outside the Unseen University advancement area. This gives a student without the necessary skills an easy means to return to safety (once they have sufficiently mastered the Portal). It is requested that tutors do not blorp the advancement room directly, for non-wizards may abuse these portals to the detriment of our guild.

The benefits of using Scolorid's Scintillating Scribbling should be addressed, paying particular attention to its immense usefulness to the wizard with lots of blorped items. Collatrap's Instant Pickling Stick, and its usefulness in the preservation of spell components should also be addressed. For completeness, also discussions of the ‘toy’ spells such as Eringyas' Surprising Bouquet, and Independent Recurring Vocaliser.

There are a number of other spells within the Gymnasium tome that prove useful in certain situations. Information on these spells should be made available when requested by the student. If you are not asked, allow them to discover these spells by themselves.

Main points to address:


Yes, for this is truly the greatest ability of the wizard. Yes, we can defend ourselves with mighty magicks, and summon destructive forces to consume our opponents. We can also teleport ourselves across the expanses of the Disc, summon clouds to carry the burden of our possessions, and cast glorious writing on the sky in fire. All these things and more, we can do, and herein, lies our true strength.

Suggested Spells for Study:

Jogloran's Portal of Cheaper Travel

This is, undoubtedly, the most useful spell a wizard possesses. Unlike most other means of magical transportation, it is reliable, versatile, cheap and effective. It requires ‘blorped’ items before a wizard can teleport, and you should describe this technique fully. Make mention of the difference between blorped rocks, which often disappear, and blorped jewelry, which accrues damage instead.

Scolorid's Scintillating Scribbling

The benefits of using this wonderful spell on blorped items should be emphasised. A wizard with this spell in mind need never worry about forgetting which rock or ring goes where.

Collatrap's Instant Pickling Stick

You should emphasise the usefulness of this spell when components such as body-parts and fresh vegetables become required. The picking stick allows the wizard a means of curing such decayables while travelling.

Amazing Silicate Blorpler

One of the companion spells for Jogloran’s. Although more effective means of blorping items exist in the grimoires of KLK, they will be very much beyond the abilities of a student wizard. Amazing Silicate Blorpler allows even very young wizards a means of creating their own portals. It will require very heavy rocks for the student at first, but you should encourage them that greater ability with miscellaneous magicks will allow smaller and smaller rocks to be used.

Other spells of interest:

The Library

Having covered the most useful of spells within the Gymnasium tome, it is likely that students will become interested in the more potent magicks available within the labyrinth corridors of the Library. How a tutor wishes to deal with this is a matter of personal principle. There are maps available of the library, but tutors who disagree with their existence are under no obligation to make the student aware of them. Likewise, tutors are under no obligation to educate their charges as to the method used to navigate the library. Hints and support should be given on request, but many wizards feel the library to be a ‘rite of passage’. The Department of Liberal Studies has no requirements for how this aspect should be taught.

Main points to address:

It’s Big!

The library is a Cartesian nightmare of immense size. You should make the student aware that the most effective ways of escaping are calling upon the Godmother, or using a blue crystal ring (which probably will not be available to the student unless you provide one yourself).

The Skills and Abilities of a Wizard

During the course of the wizard’s education, numerous abilities will become available to them…a direct result of their advancing knowledge. Explanations of these abilities, namely contemplation, spellchecking, octograving, and recharging, should be made. Hasten to point out that recharging is a very dangerous pursuit, and should not be attempted until more information on the subject is made available later on in their education.

Main points to address:


The student wizard should be made aware of the usefulness of this ability in determining how far his or her skills are from required for a particular spell.


An overview of the effects and methods of contemplation, and the difficulties associated with it.


The student should be made aware that several of the spells in our grimoires require the focusing of an octogram before they can be cast. The requirement of a staff should be mentioned, also.


Although this is an ability available to the wizard, further study into it should be delayed until the student is more capable of handling the danger.

Magical Artefacts, and their Use to a Wizard.

By now, the student is most likely curious as to the numerous wands, staves and rings that are often seen carried by older wizards. The tutor should take particular care to mention the finite usage of most of these items, and their high cost. Mention should be made of the usefulness of several artefacts, such as the Red Staff, the Blue and Pink crystal rings, the oak wand and the yellow stone ring (which may prove vital to a wizard not yet capable of working light magicks).

Main points to Address:


The high cost versus the limited charges contained within this artefacts should be pointed out. Also, the limited effectiveness of many wands compared with spells or non-magical means of achieving the same end.

More Miscellaneous Magicks.

At this point, assuming the student has managed to successfully navigate the library, the existence of some of the more interesting miscellaneous spells should be mentioned. Again, the tutor is under no obligation to tell the student where these spells may be found, other than ‘they are in the library’. Bring the student’s attention to Fyoder’s Nimbus of Portage, Duander’s Thaumatic Luminosity Dispenser, Master Woddeley’s Luminescent Companion, Objandeller’s Thaumatic Funnel, and Brother Happalon’s Elementary Enchanting. Provide explanations of other spells as the situation requires.

Suggested spells for study:

Fyodor's Nimbus of Porterage

Although this spell is rather difficult to successfully cast, it does demonstrate the versatility available within a wizard’s grimoires. You should point out the associated dangers, such as the ability of all inhabitants of the disc to steal from the cloud. Also, you should make sure the student is aware that disturbances, such as leaving the Disc, A’Tuin putting the Disc down, or thaumatic fluctuations (those that have a tendency to disrupt the normal operations of the Disc) will result in the dispersal of the cloud, and anything in it.

Master Woddeley's Luminescent Companion

A useful spell which provides the next step in illumination from the yellow-stone rings. You should make mention of the dangers in attacking the small blue lights when introducing this spell.

Duander's Thaumatic Luminosity Dispenser

Although recent research into Master Woddeley’s Luminescent Companion has rendered this spell obsolete in a number ways, it serves to illustrate the symbiotic nature of some of our spells (spells which only exist to influence other spells, for example). An effective exercise for magical practice (as suggested by our brother wizard Bremen) is to summon lights using the Companion, and then dispel them using the Dispenser. This provides exercise in a number of wizard skills.

Objandeller's Thaumic Funnel, and Brother Happalon’s Elementary Enchanting

Objandeller's Thaumatic Funnel summons a blue funnel into existence. This funnel is a component of Brother Happalon’s Elementary Enchantment, and as such, it is necessary for the Funnel to be summoned before Brother Happalon can be cast. You should discuss the benefits of enchanting weapons and armour, making particular note of the increased durability of the item. You should also hasten to mention the limitations of wizardly enchantment.

Al'Hrahaz's Scintillating Blorpler

The higher level of blorping, allowing more resilient jewellery to be blorped in the place of rocks. You should make mention of the possibility of explosion when blorping items (which can be solved with greater skills in the necessary magical areas), and the difference between blorped jewellery and blorped rocks.

Other Spells of Interest:

More on Components.

As the student becomes familiar with more advanced magicks, it becomes more and more necessary to be aware of components. Emphasise the distinction between components that are consumed, and those that aren’t. Being a wizard, carrying ability is often the biggest drawback in deciding which spells to cast. Spells which require large numbers of consumable components may simply be off limits. Fyodor’s can be useful for this, however.

Tutors may also wish to educate their students in the numerous sources where free components may be obtained. Again, this is up to the discretion of the individual tutor. The student should be made aware of the component shop in the Magic Emporium, whereby spell components may be purchased and sold.

Main Points to Address:

Component Pouches

Undoubtedly, one of this most useful things for a wizard. The student should find himself a single container to use for spell components, and should then ‘identify <container> as component pouch’. Large satchels are rather good for this. Once the container has been identified as such, the next time the student casts a spell without having the necessary components in his hands, the wizard will automatically take it from the pouch (if the component exists there).

Magickal Theory

At this point, it becomes necessary to explain some of the fundamental nature of magic. For one, the difference between spells of the zero order, and spells of the first order. Also, the distinction between the methods used to cast a spell, and the skills of a wizard which increase potency. Other pieces of Magickal theory should be discussed as the situation demands.

A valuable tome is available in the library…Woddeley’s Occult Primer, which is of immense use in the understanding of Magickal workings.

Main Points To Address

Zero and First order spells

Explain to the student the difference between spells of the Zero order (which have their effectiveness capped at a level independent of the caster’s skills) and the first order (where higher skills lead to more effective spells). Examples of the two may prove helpful.

Spells and Methods

The student should be made aware of the difference between the magic.spells family of skills, and the various magic.method. families. Place particular emphasis on the increased effectiveness of first order spells as the relevant magic.spellsskill increases.

Further Defensive Theory.

Now that the student is a little more educated in the ways of magick, the tutor should direct attention towards the more potent defensive spells available within the library. The ever wonderful Endorphin’s Floating Shield and Transcendent Pneumatic Alleviator fall into this category. The tutor should emphasis the importance of these spells, which provide a most effective defence when use in conjunction with each other. Heezelewurt’s Elemental Buffer and Chrenedict’s Calcareous Covering also fall into this category, and the tutor should make mention of them also.

Suggested Spells for Study:

Endorphin's Floating Friend

The most popular, and indeed, most effective defensive spell possessed by a wizard. By binding the shield to the caster, it serves as an independent defence from hostile attacks. Again, the tutor should emphasise that higher skills will allow heavier and more effective shields to be floated. You may also wish to tell the student about the spell Frygellhan's Fiendish Orbit Disruptor, which allows for a shield to be removed from orbit (useful for repairing it).

Transcendent Pneumatic Alleviator

The next level of impact shield from Sorklin’s. TPA provides a most effective backup to EFF, often giving the caster enough time to refloat a shield should it be knocked out of orbit by an opponent’s attack.

Other spells of Interest:

Intermediate Offensive Magicks

And here is where the student take a closer step to the dreams of the wizard…being able to blow the bastards up from a distance. The tutor should make sure to cover Kamikaze Oryctolagus Flammulae and Pragi’s Fiery Gaze…both spells being of great power. Make sure the student is aware that these spells require considerable skill to cast, and that experimenting with them can cause physical damage to the caster. Pay particular attention to the distinction between the ‘targeted’ Kamikaze, and the ‘area’ Pragi. Inform the student of the difference, and educate in the situations where one may be desired over the other.

A number of other offensive spells are available within the library…make mention of these when requested. However, make sure that the student is informed of the great danger in casting Nargl’Forb’s Empyrean Spear should they ask. The spear is the most potent offensive spell in the grimoires, although its day to day usefulness is often rather limited. It requires great skills to cast, and the student should be aware the penalty for miscasting can quite easily be death.

Suggested Spells for Study:

Kamikaze Oryctolagus Flammulae

The fire bunny spell, one of the most useful for day to day offensive magic. The exponential nature of Kamikaze’s damage should be stressed, as should the phenomenon of ‘stacking carrots’. Of course, with recent thaumic disturbances, this has become incredibly difficult to do, and so the student should be warned of backlashes.

Pragi’s Fiery Gaze

A very powerful, very effective area effect spell, allowing the caster to sweep his immediate surroundings with burning flames. Although those who have not registered as player- killers will not be affected by the flames (nor will those registered if the caster is not player-killer), the spell will indiscriminately incinerate all other beings in the area. Use with caution.

Other spells of Interest:

  • Effermhor's Hypersonic Assault
  • G'flott's Olfactory Nightmare
  • Old Bellicus' Brazen Knuckles

Recharging Magical Artefacts

By now, the student’s skills should be sufficient to begin experimentation in recharging some of the lower level magical artefacts. Direct their attention to the excellent work done by Bremen, the Dean of Experimentation. Start them off on simple items, such as the pickling stick and the oak wand…both of these items are sufficiently low level that death is unlikely even in an explosion. Make mention of the different methods of recharging (Sandlefon’s dust, purple mineral nuggets, spiral of containment), and the methods of protecting against recharge damage (sanctuary, aegis…the rituals of the god-bothers).

The Department of Experimentation within the Unseen University is always grateful of experimental data, so please make sure that students take notes on their experiments…damage taken by an explosion, skill levels and bonuses, the name of the item in question, and so on. More information on this can be obtained by referring to the Dean of Experimentation.

Main points to address:


Recharging is dangerous, and wizards should never attempt to recharge higher level items unless protected by sanctuary or aegis. As mentioned, the Department of Experimentation provides much useful information on this subject, allowing wizards to recharge with the benefit of experimental data to back them up.


The main method of Purple Mineral Powder should be emphasised. Although the cost is rather high, it is the most effective means to recharge items. Other methods such as the Spiral of Containment and the dust from Sandlephon’s Altar should also be detailed if the student wishes.


Graduation of a student is entirely up to the discretion of the tutor. A good guideline is when the student has achieved Fourth Level, and the main points of the curriculum have been covered. Once both you and the student feel ready, then graduate them to the ranks of full wizardry. Such an event is an important one in the life of the student, and should be marked with the copious consumption of alcohol and food. As your final words, you should take the student aside, tell them of the difference between the Orders of magic (admittedly, very few differences at the moment), and send them on their way, secure in the knowledge that you have helped create a fellow wizard who will eventually kill you off in search of promotion to the higher levels. Congratulations!

Main points to address:


After all, it’s not every day that the Wizards Guild receives a fully educated, well rounded and magical astute fourth level wizard in our midst.

Earlier tradition of the Unseen University was that, upon graduation, the master would provide his student with his staff, and his pointy wizards hat in a grand celebration of his achievement. The event would be marked with copious amounts of alcohol and food, with much wine, song and women..er…wombles.

Should tutors wish to keep this tradition alive, a suggested ceremony would be:

1) The staff. Obviously, providing your student with the traditional Staff with ae knob on the end will prove rather difficult. I suggest a simple Old Staff in it’s place…after all, it is mostly ceremonial. If you can get a witch to enchant it to a high level, this is even better. Have the staff engraved with your name, the student’s name, the date of graduation and whatever else you feel is appropriate. For example: ‘Thys is the graduation staff of Ernie thee Wizard, student of Bert thee Wizard, who graduated on thee third daye of August, 1999. Congratulations and best wishes for the future.’

For further ceremony, the staff perhaps can be warded if you wish to take it to a god-botherer, and magically scribbled (using Scorlid’s spell) with a secret message that only the magically astute will be able to read. Obviously, you should modify and altar this idea as you feel fit.

2) The pointy hat. Again, a similar deal as with the staff. Having it enchanted, warded, and scribbled on with a personal message from the tutor.

3) The ceremony. The University’s Great Hall would be most appropriate. Food and beverages should be plentiful, and all wizards should be invited to attend. Amidst the laughter and merriment, the tutor should draw a ceremonial octogram in the centre of the hall with the ceremonial staff, and with a brief speech, should hand both the hat, and the staff to the student, bow deeply, and welcome him to the ranks of full wizardry.

Appendix 1: A little about the apprenticeship scheme

The apprenticeship scheme is open to all young wizards who wish to experience a more formal education in matters pertaining to the Wizard’s Guild. Different tutors have different styles, however, and not all tutors and compatible with all students. This being true, the Licensed Tutor scheme aids young wizards in finding appropriate tutors for their studies. All Licensed Tutors have been formally accepted as suitably qualified to teach young students about the subtle arts of the Wizard’s Guild.

If you wish to become an apprentice:

If you wish to become an apprentice, there are two ways in which you can apply.

1) You can send me a mudmail, detailing your usual playing times (in GMT if possible), your style of play (are you a role-player? A number-chaser? A L’il of both?), and a short description of your mudding background (have you played on a MUD before? Have you played on DW before? And if so, as what guild?).


2) You can send a mudmail or a tell direct to any of the wizards on the Licensed Tutor list (see below). Before you do this, make sure that you ‘finger’ and ‘refer’ the prospective master, as some tutors may not be accepting further apprentices at the present time.

If you do choose to mudmail me, you should get a reply within a few days of my receiving your application.

If you wish to become a Licensed Tutor:

If you wish to apply to become a Licensed Tutor, you must send me a mudmail detailing the following information:

1) Your guild level. (Tutors must have a guild level of at least 80, and a playing time of at least five days. This ensures that you know your way around as a wizard, and have enough experience of the guild). 2) Your style of play. (Are you a role player? A Number-Chaser? A L’il of both?) 3) The times you are most often online (in GMT, if possible). 4) A brief description of why you would like to become a tutor, and an explanation of why you think you would be suitable for the position. 5) Three personal references as character witnesses (at least two of these must come from fellow wizards).

If all is in order, I will send you a mudmail and we will set up an appropriate time for a meeting, during which we will discuss your application…and perhaps talk a little about wizardry things. ;-)

Please mudmail me with your applications…I will not respond to E-mail, and I probably won’t remember personal tells. Thank you.

Other sources of information and resources for young wizards:

Young students in need of financial assistance may be interested in learning more about the Wibble Fund, a wizard-run initiative working to aid students by means of a one-time only educational grant. Please ‘refer griffin’ for further information about the Wibble Fund.

Appendix 2: Guidelines for Licensed Tutors

As tutors for the Wizards Guild, the most enlightened guild on the Disc, you are required to uphold the image of the University as befits teachers in a position of authority over students. To this end, these guidelines of conduct have been drafted up, to give an idea of what is expected of a Licensed Tutor.

1. Always be available to your students: If for whatever reason you cannot deal with your student’s request immediately, inform them of this, and tell them you’ll get back to them as soon as possible. Always make sure that any questions are answered, even if the answer is: ‘I don’t know. You’d best ask that on the talker’. Your student should always feel comfortable in asking you a question first, before turning to anyone else.

2. Teach them to crawl before they walk: As we were all young once, we do recognise the difficulties new members of our guild have in obtaining the necessary experience to advance. It is often tempting to take students on ‘practical’ outings. If you choose to do so, please make sure that your students are as safe as possible. Don’t take them into the bandit camp, or against the trolls, unless you are sure you can protect them safely. Instead, taking them around Ankh-Morpork, or Ohulan-Cutash may be preferable. Always be prepared to shield them or protect them from as much harm as possible.

3. Let them discover for themselves: If a student wishes to learn more about a particular spell or ability for themselves, allow them to do so. Provide hints and suggestions when they are requested, but never discourage their desire to learn independently of you.

4. Don’t give quest solutions: There are a number of quests available around the whole of Discworld. Giving solutions to these are a violation of the conditions you agree to when you enter the Disc. You are allowed to provide discrete hints when a student is particularly stuck, but giving full solutions to a student (or, indeed, anyone else) is a breech of the rules. Tutors are expected to adhere to this, and if I find out that they haven’t, I will be forced to remove them from my list of Licensed Tutors, and inform the necessary authorities.

5. Teach your students the rules…and make sure they observe them: The rules on Discworld are available for all to see, and each exists for a very good reason. The use of triggers and the like is illegal, and you should make sure your students do not use them by means of a subtle warning.

6. Read the Bulletin Boards…keep up to date with developments: Occasionally, some fine bits of research into our spells or abilities comes up on the Bulletin Board. As a tutor of the guild, it is desirable that you stay as up to date with recent developments as possible.

7. Check your mail: Due to my presence on the Disc often being at different times from many of the tutors, I will often send assignments or requests for information through the post office. Please do check your mail if you have some, and please do answer as promptly as possible if it is a request from me (even if the answer is ‘I can’t’, it lets me know I need to find another tutor).

8. Know what is available: Mainly an extension to point 7. Occasionally, new initiatives may come into existence. You will be notified of them through the mail, and a posting will usually be made on the Wizard’s Guild bulletin board. An example of this was the Department of Liberal Studies club, which exists for Licensed Tutors. Make sure you are aware of everything available to help you teach students more effectively.

9. Let me know: If you think a particular aspect of the department is good, or bad, then let me know. If you have any suggestions about the Apprenticeship Scheme, requests for information, or anything else, either send me a mail (if I’m not around), or tell me when I’m on the Disc. Suggestions are always welcome.

Appendix 3: So you want to be a tutor?

Basically, what the Apprenticeship Scheme is about is providing younger wizards with licensed tutors. The only real difference between the scheme and informal tuition is that all tutors of the scheme have been specially selected and screened. The examination for the position of Licensed Tutor consists of a number of questions ranging from simple effects of spells, to in- depth discussions of magical theory. As such, Licensed Tutors are, in general, rather more prepared to deal with the questions of an apprentice in an informative manner than the majority of wizards.

As a tutor, your responsibility first and foremost is to your students. How you choose to train your charges is entirely your own responsibility. Different tutors have different styles, and different apprentices adapt better to different techniques. This is human nature, and the Department of Liberal Studies is more interested with assigning compatible tutors rather than demanding students be taught in a particular manner.

The scheme works through the Dean of Liberal Studies in the main. Essentially, The dean is a clearing service for wizards wishing tuition. The Dean takes their details, search through the tutor files, and assigns them with a tutor believed to be suitable. In addition, The Dean is also on hand to deal with any questions the tutors may have.

The important distinction between the Licensed Tutor scheme, and informal tuition, is that of accountability. Licensed Tutors are accountable to The Dean for their actions (leading new wizards into the shades for fun, is an example of something that would lead to an instant dismissal). The Dean is accountable to the Wibble Board of the Wizard's Guild.

So, in essence, the scheme is concerned with the following points:

1) Expertise. Licensed Tutors are knowledgeable about most aspects of being a wizard. 2) Compatibility. Tutors are assigned to students on the basis of their compatibility. 3) Accountability. Tutors can be relied upon to teach their students...not take advantage of any trust placed in them.

That's about it. If you have any further questions, please don't hesitate to contact me.

Dionysus, Dean of Liberal Studies.

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