(Oh, hey, there's that material on teaching basic life skills why is he having to do this he asked for. What does it say?)
He's still just watching, but now he knows what he's looking for.
(This is an unprecedented situation, but there ought to be something she will be able to notice and improve directly after at most twenty minutes more, and likely less if she's good at focusing on the work. He'd say so, but that would be a distraction.)
“Yes, you’ve started to claim your pencil. You've probably got just the paint on the outside, but not any of the wood yet. You should be able to move it around a bit. Think of it like trying to move a finger you didn't have before.”
“Now try to feel something with it. Tap the side of the pencil against the desk, or your other hand. Your sense of touch and temperature should extend through the pencil.”
The pencil is not sticky at all, but it feels different than pencils usually do, like touching your other hand is different from touching someone else's hand.
Only her right hand seems to have the ability to stick to pencils.
“Right now you can only use your right hand, because you started with it. There's some other things you should practice first, for safety, before you start claiming more than one body part.”
“You claimed the outside of your pencil, and your right hand. The writing exercise let you focus on having the pencil move as you needed rather than moving the pencil using the grip of your hand.”
“No one must have shown you before, then, and that's really weird.”
(Don't press. Move on. Teaching is more important.)
“Everything in the universe is somebody's, or nobody's. All this," a wave at the glass desk and the birds, “is mine, and the pencil is yours now, and this island is probably nobody's.”
“If it's yours, then you can move it,” — the sun-shade wobbles a bit — “reshape it,” — a blob of glass rises up and turns into a pair of disks, one floating above the other — “and forcepattern it.” He presses down on the top disk, then lets go and it flies up into the air. When it comes back down, it stops in its original position relative to the first disk without any bounce or noise.
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(Oh, hey, there's that material on teaching basic life skills why is he having to do this he asked for. What does it say?)
He's still just watching, but now he knows what he's looking for.
(This is an unprecedented situation, but there ought to be something she will be able to notice and improve directly after at most twenty minutes more, and likely less if she's good at focusing on the work. He'd say so, but that would be a distraction.)
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“Take a look at your pencil.”
It doesn't look any different, but without a firm grip she should notice it being lightly stuck to her hand.
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"It's... supposed to do that, then?"
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She can't feel the lead or the wood this way; it's like an object she's carrying rather than part of her.
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“Right now you can only use your right hand, because you started with it. There's some other things you should practice first, for safety, before you start claiming more than one body part.”
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(Don't press. Move on. Teaching is more important.)
“Everything in the universe is somebody's, or nobody's. All this," a wave at the glass desk and the birds, “is mine, and the pencil is yours now, and this island is probably nobody's.”
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