Make your own free website on

Klikli Stormcrow, the Venerable Council of Seers

Apprentice Scheme

The Venerable Council of Seers
Spellbender Library
Faculty (club for all wizards)
TLC (club for young wizards and tutors)
Apprentice Scheme
Engagement Log
Wedding Log
Recipes for Wizard's Table
Related Links
Contact Me

Parts of this webpage are also available from Spellcheck Project (mighty fluffs to Gaelen):
Current Dean of Liberal Studies is Sunniva the Impatient. If you wish to become an apprentice, please get in touch with her via mudmail.

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 future.

The current Dean of Liberal Studies: Klikli Stormcrow of the Venerable Council of Seers.

The policies 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.


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.

4. After 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.
Tutor's Curriculum.
The Curriculum of the Department Of Liberal Studies
By Dionysus, the Black Wizard.

Edited and 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.]

3. 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).

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 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]

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, At this point differences between navigation of various wizard libraries could also be explained.]

6. 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.

7. 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). [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:]

8. 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.

9. 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, 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:]

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.

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.
[NOTE: Results are also available on Sined L'Magii webpage:]

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.

14. Graduation.

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 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 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.
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 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.
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 [currently TLC; The Learning Channel], which exists for Licensed Tutors. Make sure you are aware of everything available to help you teach students more effectively.

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.