The scheme helps new wizards to the guild to find a mentor to introduce them to the world of magic and be a guide through
the early stages of their study. From this relationship, the apprentice gains valuable help into coming to terms with their
new life as a wizard, while the tutor gets the gratitude of their apprentices, and the satisfaction of helping out a new guildsman.
Ideally, those apprentices will then grow and mature to become tutors themselves.
The scheme is supervised by the
Dean of Liberal Studies and approved by the Chancellor. The policies outlining the scheme (how the scheme works) depend on
the Dean currently holding the position. In the past, the Dean issued licences to mature wizards which certified them as experienced
tutors. The Dean also compiled lists of apprentices and matched them with the licensed tutors. This practice may return in
The current Dean of Liberal Studies: Klikli Stormcrow of the Venerable Council of Seers.
of the scheme have been somewhat relaxed, and now any mature wizard can pick up a student mentioned in Dean's weekly Memo.
By not assigning apprentices to wizards but allowing the latter to pick a student of their choice Klikli Stormcrow hopes that
this more personal approach will ensure that right students end up with right tutors.
HOW TO APPLY FOR APPRENTICESHIP:
1. All wizards (including Fourth Level wizards) may apply to seek apprenticeships.
2. All those who applied
under the Apprentice Scheme are eligible to receive Wibble Fund bursary. If you wish to qualify for some financial assistance,
do mention so in your mudmail to the Dean of Liberal Studies.
3. If you wish to become an apprentice, you should mudmail
the Dean of Liberal Studies with information about your normal login times, preferably in GMT, and your style of play (numberchaser
etc.) and, if applicable, your interest in wizardry. Once a week (real time) the Dean will post a notice on the board containing
names of all wizards who are seeking apprenticeship, accompanied with the information they have supplied.
you have been contacted by a potential tutor and agreed to take up apprenticeship, you should mudmail the Dean about it -
so that you are removed you from the list of apprentices looking for tutors. You should also put this information into your
refer: Just type 'alias .reference your name is the apprentice of tutor's name.
The Curriculum of the Department Of Liberal Studies
By Dionysus, the Black Wizard.
updated by explanatory notes by Klikli Stormcrow, the Venerable Council of Seers.
1. 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.
2. 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. [NOTE: The spell is no longer available. Instead, Calm Embrace of Illusionary
Beauty has been discovered in Agatean Empire, but it can safely be practiced only by advanced wizards.]
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).
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
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 Picking
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. [NOTE: The
basic information about spells, alongside with estimated rates of success, can be found on Spellcheck Project maintained by
Gaelen Casaubon http://spc.darkmud.co.uk]
5. 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 their existence.
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. [NOTE: The Library Navigation Simulator can now be found
on web-pages of Sined L'Magii, http://homepage.ntlworld.com/c.mcmahon4/disc/wiz/microlib.htm At this point differences between
navigation of various wizard libraries could also be explained.]
6. The Skills and Abilities of a Wizard
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.
7. Magical Artefacts, and their Use to a Wizard.
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). [NOTE: The artefacts webpage
of Sekiri Thanatos is still very useful, since there had not been major changes to artefacts expect for brown staves no longer
being sold and stripped off their functions: http://www.geocities.com/sekiri98]
8. More Miscellaneous Magicks.
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.
9. More on Components.
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, but 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.
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. [NOTE: A useful webpage on components is currently available on wizard webpages of Sined L'Magii: http://homepage.ntlworld.com/c.mcmahon4/disc/wiz/components.htm]
10. 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.
11. 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.
12. 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 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.
13. Recharging Magical Artefacts.
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.
[NOTE: Results are also available
on Sined L'Magii webpage: http://homepage.ntlworld.com/c.mcmahon4/disc/wiz/recharge.htm]
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 experiment's 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.
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!
Tutor's Code of Conduct
The Code of Conduct
By Dionysus, the Black Wizard
Updated by Klikli Stormcrow, the Venerable
Council of Seers
Note to Tutors: The curriculum detailed above is a guideline, and tutors who feel differently about any of the points
raised above should feel free to modify and/or expand as they see fit. Some wizards may choose to introduce the student to
miscellaneous magicks before defensive magicks, for example;or to pay closer attention to the theory of magic before the student
is actually taught any spells. These are matters for the individual tutor.
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, this code of conduct has been drafted up, to give an idea of what is expected of a Licensed
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.
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.
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 breach of the rules. Tutors are expected to adhere to this,
and if the Dean of Liberal Studies finds out that they haven't, he/she will be forced to remove them from list of Licensed
Tutors, and inform the necessary authorities.
5. Teach your students the rules and make sure they observe them.
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
7. Check your mail.
Due to the presence of Dean of Liberal Studies on the Disc often being at different
times from many of the tutors, the Dean may send enquiries through the post office. Please do check your mail if you have
some, and please do answer as promptly as possible.
8. Know what is available: Mainly an extension to point 7.
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 [currently TLC; The Learning
Channel], which exists for Licensed Tutors. Make sure you are aware of everything available to help you teach students more
9. Ventilate your opinion.
If you think a particular aspect of the department is good, or bad, then
let the Dean of Liberal Studies know. If you have any suggestions about the Apprenticeship Scheme, requests for information,
or anything else, either send Dean a mail, or give Dean a tell when on Disc. Suggestions are always welcome.