[He pour some new water for himself. As he mixes in a spoonful of the marmalade, he adds,]
I thought it might be more useful to you to start with reading. Numbers have a lot of applications, but I assume you know enough to get by day-to-day, and the complex parts take some working up to. Reading is likely going to offer more immediate rewards, unless you feel strongly otherwise.
[It's an opening; he's certainly willing to modify his approach. They're her lessons, after all.
That leads in to my next question, in fact. You've got some basics, if not as much as you'd like. Did you teach yourself, or has someone taught you in the past?
[He doesn't seem to think one is better, or more likely, than the other.]
That makes sense. I suspect part of the reason many Circle mages are so well educated is that they needed to give us something to do that didn't involve going anyplace. If we'd had more to occupy our time, maybe fewer of us would scholars.
[It's lightly said.]
Getting faster will be largely a matter of practice, though depending on what you already know, I may be able to offer some general advice as we go. But for now...
[He produces a small portfolio, and opening it produces a sheet copied out (by him, if she recalls his handwriting from the book well enough). He's left extra space between the lines, room for notes. He also gets her a pen.]
Since you've got a little basis, I thought we'd jump ahead from the very basics. I'd like you to read this aloud for me, slow as you like. When you get to a word you don't know, circle it. If you'd like to try to sound it out, you can, or you can just skip it. If it's a word you've seen before but aren't sure how to pronounce, underline it instead. It should give me a basic sense of a good place to start.
[ She does recognize the handwriting, which will do its part to convince her, later, that she may as well be tutored by both Julius and Marcus, as they both apply more effort than she could have ever expected. ]
What about words I know how to pronounce but don't know the meaning of? Or does that not matter for this exercise?
A sensible question. I've adapted this from an exercise I used to use with younger students, who had fewer of those. Why don't you put a check mark on top of any of those; I'd be interested to see all three.
[The text is a narrative, but clearly one designed as an exercise; the story about a lost dog is hardly riveting. However, the reading level does go up, roughly line by line, as a reader progresses.]
[ Just as the level goes up, so does the time it takes for Athessa to parse the sentences, and the frequency with which she makes marks. By the end of reading it, she's had to stop and ask what the marks mean more times than she's had to use them. ]
Maker, no, definitely not. I'd like you to work through the first chapter at some point before we meet for a full lesson. Then you and I can work together through how to define or pronounce anything you had trouble with. Over time, the idea is that you'll learn how to resolve those questions for yourself, first with my support and then entirely on your own.
Good. And if it turns out I've guessed wrong about your level, don't hesitate to let me know. I want to stretch you a little, not dislocate your shoulder. Metaphorically speaking.
[A muted grin.]
That is, assuming I pass muster. If not, I assume you can ask the Senior Enchanter what the words mean instead.
If you don't mind twice the lessons, I think it's an excellent idea. You'll likely make faster progress, and he and I can fill in gaps. If you don't get something the way one of us presents it, perhaps the other will frame it a different way.
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[He pour some new water for himself. As he mixes in a spoonful of the marmalade, he adds,]
I thought it might be more useful to you to start with reading. Numbers have a lot of applications, but I assume you know enough to get by day-to-day, and the complex parts take some working up to. Reading is likely going to offer more immediate rewards, unless you feel strongly otherwise.
[It's an opening; he's certainly willing to modify his approach. They're her lessons, after all.
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[ She shrugs, then sits forward in her chair. ]
Mostly I just want to be able to read faster than a snail's pace, and write legibly.
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That leads in to my next question, in fact. You've got some basics, if not as much as you'd like. Did you teach yourself, or has someone taught you in the past?
[He doesn't seem to think one is better, or more likely, than the other.]
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[It's lightly said.]
Getting faster will be largely a matter of practice, though depending on what you already know, I may be able to offer some general advice as we go. But for now...
[He produces a small portfolio, and opening it produces a sheet copied out (by him, if she recalls his handwriting from the book well enough). He's left extra space between the lines, room for notes. He also gets her a pen.]
Since you've got a little basis, I thought we'd jump ahead from the very basics. I'd like you to read this aloud for me, slow as you like. When you get to a word you don't know, circle it. If you'd like to try to sound it out, you can, or you can just skip it. If it's a word you've seen before but aren't sure how to pronounce, underline it instead. It should give me a basic sense of a good place to start.
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What about words I know how to pronounce but don't know the meaning of? Or does that not matter for this exercise?
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[The text is a narrative, but clearly one designed as an exercise; the story about a lost dog is hardly riveting. However, the reading level does go up, roughly line by line, as a reader progresses.]
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Thank you. I know it's never pleasant to grapple with something you haven't mastered yet, but this was very helpful.
[He looks over the paper closely, and then gets up to fetch a book from one of his shelves.]
Just like any other skill, it's a fine balance. Pushing yourself enough to grow, but making sure fundamentals are sound. Ah.
[He removes a small book, bound in green leather.]
I think this is where we'll start. It should be about... here, in difficulty.
[Julius indicates a line where she still knew about two-thirds of the words.
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Maker, no, definitely not. I'd like you to work through the first chapter at some point before we meet for a full lesson. Then you and I can work together through how to define or pronounce anything you had trouble with. Over time, the idea is that you'll learn how to resolve those questions for yourself, first with my support and then entirely on your own.
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Okay, I think I can handle that.
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[A muted grin.]
That is, assuming I pass muster. If not, I assume you can ask the Senior Enchanter what the words mean instead.
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[ Shrug. ]
And it's not like getting two perspectives is gonna hurt anything, right?
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Great! So when should we make the first lesson?
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