[Student]
First mention (by name): Interlude – Foliana
- [Students]
Aliases for [Student]
An alias is an alternative form of a reference. It can include legitimate aliases for characters, nicknames, plural variations, gendered versions of some [Classes], and even typos.
Total mentions
167 mentions
First mentioned in chapter
Last mentioned in chapter
Total mentions
Not enough data
Mentions
Not enough data
Chapters with the most mentions
Not enough data
Interlude chapters are abbreviated with "I." for readability.
Books with the most mentions
Not enough data
These counts only include released books, so, if mentions occur outside that range, they won't appear in this chart.
Volumes with the most mentions
Not enough data
Mentions
1
2
3
4
5
6
7
8
9
Chapter | Text |
|---|---|
| Interlude – Foliana | A good-natured groan filled the room, but a lot of students sat up. They thrived on adversity, after all, and many would level if they did their homework right. A few were even [Students], having made learning their vocation. The rest simply wanted to advance in their class. |
| 7.16 L | “Krshia…about your gift to the other tribes. Well—my Skill from this morning is [Magnified Training]. Which does what you think. It’s a Skill for [Soldiers], [Students], you know? I was wondering…could I try using the spellbook?” |
| 7.29 B | Elena glared after them. She glanced at Eun. The South Korean [Student] shrugged, awkwardly. |
| 7.29 B | His throat worked. He could remember every person in the Sedoli faction. And any number of facts from his world, from dates to events and so on. George hadn’t been the best student, but the [Student] class had given him a near-perfect recall. Just like Saif was a nightmare with his airsoft gun. |
| 7.33 I | But Fissival’s magical teleportation network did not last. To [Historians], [Students], or just the interested, the downfall wasn’t some great event. It was just Fissival quarreling with other cities, refusing to perform maintenance regularly when the political winds shifted—until the networks broke down beyond repair. |
| Interlude – Experiments in Golems | It seemed wrong to Nsiia. Especially because these were secrets of the smith’s craft, like the exact forging temperature of steel, which the students were copying onto notebooks. And they were [Students]. Not [Apprentice Smiths] or… |
| Interlude – Experiments in Golems | “[Student] and [Teacher] are complimentary classes, Nsiia. Both allow for knowledge to be spread far more efficiently than a [Blacksmith] might, even if he were to take a dozen apprentices. A difficult task for most. Is it not better to teach dozens, even hundreds at the same time?” |
| Interlude – Experiments in Golems | “In that you are correct, Empress Nsiia. However—not all [Students] who learn from this specific class will become [Blacksmiths]. Those that do will learn the craft by hand, through practice. But consider—some students may help create forges, not shape steel alone. The knowledge of how steel is made is invaluable in many regards. And given the need for steel in Golems—steel in quantity, not elegant masterworks—a class like this is more efficient.” |
| Interlude – Experiments in Golems | “But why split classes? What will being a [Student] do?” |
| Interlude – Experiments in Golems | Femithain once again nodded at the [Students], who looked worried about the [Empress]’ scorn for their class. |
| Interlude – Experiments in Golems | “A [Student] has Skills that increase their capacity to learn. It may be that they will lack the complete training from infanthood that some [Warriors] or other classes possess. However—a [Student] may become a [Learned Warrior], or gain Skills a regular [Warrior] might not. [Indirect Bombardment], for instance, is a Skill that [Archers] who have studied the physics of ballistics sometimes gain. Mainly though, [Empress], it is a class for those who are seeking their place. They need only learn in school, not commit themselves to a path that may not suit them.” |
| Interlude – Experiments in Golems | “A [Student] has Skills that increase their capacity to learn. It may be that they will lack the complete training from infanthood that some [Warriors] or other classes possess. However—a [Student] may become a [Learned Warrior], or gain Skills a regular [Warrior] might not. [Indirect Bombardment], for instance, is a Skill that [Archers] who have studied the physics of ballistics sometimes gain. Mainly though, [Empress], it is a class for those who are seeking their place. They need only learn in school, not commit themselves to a path that may not suit them.” |
| Interlude – Experiments in Golems | “For proof there is some success in Illivere’s teaching methods, consider that I was a [Student] myself. I graduated with top marks before earning my apprenticeship among the Golem Manufactoriums. My education was wide, and I believe it helped me become Magus-Crafter. Of course, it does require effort. And we should not distract from the student’s learning time. Teacher, our pardons.” |
| 8.10 | [Mage] spells. She was also a [Student], and, dubiously, a [Bodybuilder], both classes she’d gotten while trying to ‘break through’ to her [Mage] class. |
| 8.17 H | Stronger magical powers and a plethora of new spells. Ceria suspected he’d gained some kind of [Student]’s Skill or how else would he have practically doubled his library of spells? Even Ksmvr was more grasshopper than Antinium these days. |
| 8.26 FK | She hadn’t had much time to prepare for this, but she’d gotten the interviewing opportunity over Noass and Sir Relz, much to their palpable disappointment. Wistram had decided Drassi was most well-liked. She had notes on Chandrarian rules of war, Djinni, Nerrhavia’s Fallen—all the kind of things a [Student] had for a test. |
| Interlude – Pisces (Revised) | Suddenly Riqre was the [Teacher] to [Students], striding excitedly to the [Slave Masters], who were watching with a kind of fascinated horror. More fascination than horror, Pisces noted. |
| 8.40 CTV | The [Student], and apparently aspiring [Philosopher], looked satisfied with his answer. Cognita just raised her brows. |
| 8.58 PFH | Not his walking stick. Not the simple wooden sticks he made his [Students] train with. An enchanted spear. His eyes gleamed. |
| 8.62 K | “Half wouldn’t go. Some people want to. Eun—he hates the Libertarians, but it’s not just that. He’s a [Student] but he wants to see the world, you know? Lamont’s a [Sailor]; he likes the sea, for all his stories scare the hell out of me. Basil’s sworn never to go back to Chandrar—but Sang-min doesn’t regret landing on Terandria, even though he saw fighting. There are some people I’m sure would go. Including me. But we can’t get everyone on board.” |
1
2
3
4
5
6
7
8
9