Augmented Aspects: Chapter 137 Setting Expectations (Patreon)

Chapter 137

Setting Expectations

I guess I never quite realized how much of and advantage my Precocious merit that I purchased before entering this world meant. Precocious and Unbound are likely the two most overpowered skill cheats that exist in this world.

I made it so my children and their children can all have the benefits of being Unbound, but I never thought that I should have also shared the benefits of the Precocious merit with them. The more I teach, the more I realize that this might have been a slight oversight in my part, as even my own daughter seems to have a hard time with the classes that are being offered.

I was a little shocked at Gwen’s choice of class, though I guess looking back on it, she was one of the students most likely to succeed in the new career path of Magic Resonance. Which is good as I need people to pass, in order to get this college and all the classes fully accredited. Well the college and the degrees.

Right now, I have what I consider a few ringers, as in people who are all but destined to get the degrees in the paths they have chosen. These are important as in four years’ time I must have no less than one student who managed to meet all the criteria for the different classes, especially with the fact that I have multiple new quests being thrown at me almost daily.

Personal Quest: Becoming A Tenured Professor: As a Doctoral member of a college, you are entitled to be a tenured member of the campus, so long as you meet a few of the following. Every year, you must have half your students reach the minimum competency to move onto the next year of their academic training. Within four years, you must have at least one student graduate from each of the degree programs you provide. Rewards: Experience, Legacy Experience, Badge(s), Title(s), variable.

I found out that Legacy Experience is the experience you gain from teaching others and them acting on that knowledge gained. This is the exact same type of experience I got from teaching the twenty students their classes, as noted in: Unique Quest Completed (Upgraded): Inspiring the Next Generation (Repeatable).

In this case, Legacy Experience will be gained from my students leaving my classes and then going out and using their degree to improve their lives. I will gain a fraction of the experience they gain in their daily lives, back to my levels. Which is basically a way of saying, once these kids leave and never touch their degrees or chosen fields again, I will still be here teaching for nothing.

The game then helpfully tells me my current student list, and their rankings for each year.

Qi Manifestation: Year 1 students: (21 / 21)

Magic Fundamentals: Year 1 students: (20 / 20)

Magic Resonance: Year 1 students: (15 / 15)

Enchantment: Year 1 students: (20 / 20)

Yes, apparently not many people were interested in Magical Resonance, I think most of the issues came from us wanting people that had a high Perception Attribute to be chosen for candidates.

This also meant that I needed a minimum of 39 of the 76 students to pass the minimum standards for a first-year student. Sadly enough, my ringers weren’t already qualified to pass the first year. With people like Penelope, I figured it was due to not being exposed to all of the skills, as she clearly had mastery of a few of the basic principles of Enchanting down.

Still, I can do this, especially with the system constantly telling me where I am in relation to each quest milestone. I mean, the system is effectively tracking our progress towards accreditation, as I apparently need half of each class to pass the minimum standards I set out, for us to get accredited. Then I will get credit for completing two different quests and be one step closer to my own personal tenure quest. Simple, right?

***

(Magic Fundamentals Class)

“Again.” I state, for what has to be the hundredth time today.

Sigh.

With that the class lets out a uniformed harumph of discontent, then drops the spell construct they were working on, and begin creating a new one.

“What is the point of this?” A student calls out, number seventeen.

Shaking my head, “seventeen, we are working on the basics. So with these simple spell formulation exercises I am getting you exposed to five of the fundamental ten skills you will need to get this degree.”

With that he shuts up, while all of the grumbling sounds made by the others also ends. With the grumbling stopped, I hold out my hands and begin casting not one but two different spells, but I make sure to make it, so they are also in the visible spectrum for everyone in the class to also see. With everyone focused on me, I continued my lesson.

“By doing this, you gain exposure to Spell Theory, Arcane Understanding, Magical Awareness, Analyze, and last but certainly not least Mana Circulation. These are the five skills you need to have to have a basic understanding of before you move on to your second year of study. Additionally, you need to be proficient in two of these before your second year, but you will also need to be proficient in all five of these, and five additional skills, before you graduate fully. As such, I suggest we start listening to the tasks given, and stop complaining.”

“My spell looks nothing like that.” Number Twelve shouts out.

“Of course, not number Twelve. I am not asking you to make your spells appear in the visible spectrum. For most of you that would be disastrous as it would take away all hint that you were trying to get the first shot, as is expected with casters. No, all I am trying to get you to do is to begin casting a spell and stop halfway through, hold that cast for five seconds, then release and start over.” I state.

This is sort of hard for me, as I would often entertain myself as a child with such tricks. Using my Telekinesis, or Teleportation Traits as baselines and then create the initiation of the Trait, and then pause.

Of course, I had the added benefit of being able to see the magic from the very beginning and I found that it was easier to cast my Traits and harder to be resisted the more control I had over the spell structures. Thus, I began doing simple strengthening exercises even at seven years old to do this. Meaning that now, trying to teach these same exercises to my students is tough, one because they can’t see the spells, and will have to get a mental feel for them, but two because they have to unlearn what they have previously thought of as basics, and relearn everything.

“All right, how about this.” I say. Then mentally I go through the process of creating an area of effect spell. The idea and design will be simple, I will just capture all magic and effects being cast within this training garden of mine and have everything displayed visually. “I will show you the magic that you all are casting, if that will help make it easier.”

Then just as I say it, I do it, casting the spell and causing a glow of mana to radiate around me. It is bright, like turning on the lights, or stepping out to a blindingly bright sun, or at least the way I imagine stepping out and seeing the sun glowing its full brilliance would appear. At the same time I get the confirmation of my new spell being created.

Magical Zone of Perception (C) [Tier V]: A master work spell involving magical layers of perception that highlight mana usage, created by Cassiopeia Spiritlight. This is an area of effect spell that will highlight and reveal magic being cast, along with the magical capacity of people and objects.

“Whoa.”

All the students look around and see the magic that was cast and are filled with childlike awe. Seeing them like this, I can’t help but smile as I realize this right here, this look of awe and wonder about magic, this is what I enjoy most about this world. Seeing that same joy on the face of others, its like confirmation that you are not alone. Like sharing a good book, with a friend who also loves that same book as you, or finding out someone enjoys something you do as well. That is the feeling I get from this right here, this one moment that seemingly makes everything worthwhile.

Then of course, just as I am beginning to enjoy the moment a student has to open their mouths and ruin the entire effect.

“If you could do that the entire time, then why did you only do that now?” Number seventeen asks.

Shaking my head slightly, I let out a slight breath to calm myself, before beginning. “I just created the spell. It’s kind of hard to use a spell that hasn’t yet been created.”

With that, everyone pauses, as the look of awe on their face slowly gives way to bewilderment? I don’t know, they all look either confused of simultaneously constipated.

“You just created a spell?” Number five asks.

“Yes.” I say, then I proceed to show them the spell.

Magical Zone of Perception (C) [Tier V]: A master work spell involving magical layers of perception that highlight mana usage, created by Cassiopeia Spiritlight...

At that everyone pauses, mouths agape like fishes out of water.

Then seeing this as the optimal time to plug why learning magic is great, I continue. “Yes, you all are actually in the career path that could make it so you could learn to create your own spells first.” I state.

They pause, then number seventeen speaks up again. “You mean when we graduate here with our degree in Magic Fundamentals, we will be able to create our own spells.”

Snort.

I laugh so hard, I snorted, and I don’t really care. That was hilarious, “oh my Gods no. No, no, just no.” I begin, then after I am able to calm down enough, I continue. “I said the path, this will teach you the basics, where you will learn one of the two primary skills needed to create your own spells. After this, in the Masters program you could learn the other skills needed to create spells.”

“There is a Master’s program?” Number seventeen blurts out.

“Not yet, we have to first get you yahoos through the basics and get accredited. Then I am sure there will be a few more steps involved in getting the ability to teach a Master’s program.”

At that, the students who had all been on cloud nine suddenly shift back into their sitting posture and look almost deflated.

“So how do we get there, to being able to create our own spells?” The student, number two asks.

“Now you start over, and stop wasting your own time on what is expected of you. The moment you can master these five skills, is the moment we can begin to truly show you the power and versatility of magic.” I state.

Silence.

With that, everyone grew silent, as they all began creating holding, dropping, and then repeating their spells.

For a moment, I felt like a teacher. Like I was having a lasting impact on their work ethic. As everyone was focused, everyone knew what they had to do for the day, and they were all committed to the course at hand.

Two minutes later, I could start to see the roaming eyes of the students. Well, the first students who had weaker formations of their spells begin to look around. Of course, number seventeen was one such student as he began to look around and stare at others for a moment, before going back to his own creations.

At first it looked like he was trying to gain confidence, or maybe some form of inspiration from his blatant ogling. I mean, it’s not like this was a multiple-choice test and answers could be copied. In fact, if answers could be copied, I would just give them my answer and force them to use that.

Then just as he started to get flustered, others too began getting flustered.

Yep, I need to come up with more tests for them to do, apparently. Either this test is too simple, or to mind numbingly difficult to make it so that learning anything from it will be difficult.

“Start again.” I state.

The students who had been close to talking, suddenly look at me and all seem to realize that I was able to register their movements without so much as stirring from my own head bowed meditative pose.

This is part of my fun as being a teacher, setting the students up to get caught being wrong, so I can scold them. Petty, but it does make the time go by faster, well my time at least as watching them is fairly boring.

Even when I watch them and perfectly mirror the required test differently in two different hands.

Whoowhoo.

I am momentarily distracted by the sound of an automated steam powered whistle howling. Again, steam punk world, we get nice steam powered actions to look forward to.

“All right, why don’t we take a quick break before we go through the rest of our lesson.” I state, using the whistle as an obvious chance to take a break.

Grumble.

With that there are a lot of sighs of contentment as people finally let out a breath and begin to relax. One student goes so far as to rub their head, trying to alleviate the tension forming by their tightening jaw.

This is good, as I am seeing clear signs of anxiety in these students, which means that they truly care, which I can appreciate.

“Professor?” Number four asks, her hand raised to get my attention.

“Yes, number four?” I say, not even looking up to engage the student.

“Now, don’t get me wrong. I really appreciate this course and the other courses that you have offered, but I have to ask.” Number four begins, but then stops as they clearly are trying to say something or rather not imply something by their next set of words.

“What?” I ask, trying to get this conversation going.

“Why exactly is it that you didn’t offer a Healing Degree?”

At that I paused, and realized, that was a really good question. Why didn’t I offer a Healing Degree program. I do have several rare skills that could go wonderfully towards improving either the Healing abilities of an interested individual, or those practitioners of science that wish to improve things with machines and Qi advancements. Honestly, the main reason why was it never occurred to me to offer a class on Healing. Especially as I was focused more on the open-ended aspects of trying to teach Qi and Mana. Yet, I could touch on Healing with both or neither.

After a few seconds of contemplation, I ask the obvious question. “Would you want to get a degree in Healing?”

“What? Me, Gods no.” Number four says, almost sounding offended that I even offered.

I am about to say, that right there is exactly why I didn’t offer the program, when she hits me with another bombshell.

“Though my little sister who loves you, would absolutely love to partake in a Healing Degree program.” She begins, then after a second’s pause adds, “when or if you offer it.”

And like that, my ideas for classes and degree programs extended from the base four, to so many more branches and different opportunities.

“Well for now, let me focus on getting you all through these basic programs, and see where my passion for teaching is at that point.” I answer.

“Oh, come on, you know you are going to love teaching us.” Number seventeen says, clearly trying to get the most use out of his Personality and Sociability Attributes that he can. Unfortunately for him, his Attributes are clearly lacking in that endeavor.

Sigh.

I’d roll my eyes, but with the head cover such an act would go unnoticed. “You number seventeen will be an inspiration to us all when you graduate.”

“I will?” Number seventeen asks, suddenly perking up at the perceived compliment.

“Yes, after you graduate, I will safely say that if he could do it, anyone can.”

HAHAH!

With that the other students laugh, but I do feel kind of bad. Until number seventeen opens his mouth again. “Oh come on, I’m not that bad.”

“I agree. You are worse.” I state, seeing the obvious punchline and going for it. Then I stop myself.

Gah-hah.

The other students laugh, but I hold my hand up to silence them. I don’t want to be the teacher that mocks the students, even if the guy is thirty something, with likely a hundred years of total life experience and clearly full of himself.

“Sorry, you do not deserve that. But you are making me question your placement here given that you are the first to be distracted from a task. While also having some of the worst control over any spells, while also being one of the highest levels here.” I state, as I can tell his relative strength based on how big his mana pool is compared to the other students. It is clear that this student either is an exception student, like Penelope, or is at the very edge of the cut off for a primary level.

“I have an advanced bloodline and am the proud owner of an evolved class.” Number seventeen states, and with that, suddenly everything clicks into place for me. Before I can say something, he continues. “I have been able to obliterate monsters from my first day here in this world. Many of the monsters I have killed are dozens of levels above me. The only reason why I am here is to get a title as one of the first graduates of this institution.”

With that statement, I realize both the truth in his words and the reason why he feels so entitled, despite his lack of ability with the lessons.

“Now imagine, how much better you would be, if you could cast your spells correctly. If you could increase your accuracy and range, make it so that your spells don’t break apart and become area of effect spells, but are clearly targeted so you are not a danger to yourself and others during an operation. Imagine if you put in half the effort, you are clearly capable of, and ended up making something exceptional out of your life.”

Silence.

With that many of the students slowly broke away and went back to their practicing. Even those that felt the need to fidget, just as number seventeen had found a new sense of focus. Number seventeen just scowled at me for a few moments, before his breathing slowed down enough for him to focus.

I almost wanted to know who this person’s father was, but after seeing him and his mana, it was clear that I had not only seen his father before, but I had dueled him as well. This is the son of the legendary duelist who lost by self-assisted suicide.

Finally, he started his own exercises.

Right here, at the end of class, when everyone is focused, this is the one time I feel that I have to think for myself. And somehow at this point, my thoughts invariably turn to my son, Rob, well Trenton now. With him, I wonder if he too seems entitled just as this boy does. I hope not, but there is a part of me that warns that hopes and reality often stay far away from each other.