A Campus Based Future for The Grey School
The Grey School of Wizardry is entering a new stage of its educational life. For more than twenty years, the School’s Apprenticeship has been built primarily around a text-based correspondence model: pupils read lessons, submit written work, and receive Faculty feedback through the School Site.
This update marks the School’s transition from that correspondence-style structure toward a more campus-centered model of education. Written lessons will remain part of the School’s foundation, but formal Apprenticeship advancement will increasingly take place through live classes and demonstrated learning.
Moving forward, vGSW serves as the School’s primary digital campus for live instruction across distance, while Highspire continues developing as the physical campus in Whitehall, New York. Below you will see what that change means, why the School is making it, how the transition will unfold, and what pupils, Magisters, Faculty, alumni, and supporters can expect.
At a Glance
The Grey School is moving from a primarily text-based advancement model
into a campus-centered model built around live classes and demonstrated learning.
New Live Classes
Formal advancement will center on live instruction, participation, and completion
of required classes.
Legacy Materials
The text lesson archive will remain as preparation & reference
but it will no longer serve as the main path of formal advancement.
Two Campuses
vGSW will serve as the School’s regular digital campus. Highspire will support
in-person study and deeper campus life.
Transition
Text-based Apprenticeship retires
for new pupils in Summer 2027 with the full transition to be completed in 2028.
Transition Timeline
GSW is evolving to bring more of its education into live classes and demonstrated learning across its two campuses. This phased transition preserves the written lessons as preparation and reference while moving formal advancement toward Faculty-led instruction, academic credit, campus participation, and clearer evidence of learning.
July 1, 2026
Account Linking Begins.
Pupils are required to connect their School Site account with their vGSW account to graduate.
Summer and Fall 2026
Live Classes and Advancement Maps
The School expands live offerings and publishes clearer requirements for advancement.
Summer Term 2027
New Apprentices Enter the Live Model
The text-based Apprenticeship retires as the entry path for new pupils.
2027 Transition Window
Current Apprentices Continue and Prepare
Already-enrolled text-based Apprentices continue while transition guidance is provided.
Winter Term 2028
Campus Model Fully in Effect.
Formal advancement centers on live classes, campus participation and demonstrated learning.
What Is Changing
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Live classes become the center of formal advancement.
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Demonstrated learning becomes the main evidence of progress.
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New enrollees link their School Site and vGSW identities.
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New Apprentices enter the live model beginning Summer Term 2027.
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Current text-based Apprentices receive a transition window through 2027.
What Remains the Same
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The written lesson archive remains part of the School’s academic foundation.
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Academic standards remain serious and structured.
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Levels, credits, requirements, and advancement remain part of the School.
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The School Site remains important for records, materials, and written work.
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The Grey School remains one institution across vGSW and Highspire.
Two Campuses, One School
vGSW: The Digital Campus
vGSW is The Grey School’s regular digital campus for live classes, powered by the Second Life platform.
It allows pupils across distance and time zones to participate in the living academic life of the School without needing to travel to New York. In vGSW, pupils can attend class, speak with Faculty, meet fellow pupils, take part in Lodge life, complete scenario work, and experience the School as a campus rather than only as a website.
As the transition develops, vGSW will become central to formal advancement. It will be the place where many pupils attend live instruction, complete class participation requirements, receive guidance, and demonstrate learning in ways that written submissions alone cannot always show.
For many pupils, vGSW will be the front door into the campus life of The Grey School.
Highspire: The Physical Campus
Highspire is The Grey School’s physical campus in Whitehall, New York.
It gives the School a place where education can deepen through in-person study, retreats, special classes, seasonal programs, Faculty gatherings, scenario work, and practical campus life. Highspire allows pupils and Faculty to share place, work, hospitality, weather, meals, conversation, and the ordinary responsibilities that come with maintaining a physical school.
As the campus develops, Highspire may support forms of education that are best experienced in person.
These may include retreats, focused study weekends, special course offerings, in-person scenarios, campus service, and future term-based experiments.
Highspire gives the School’s educational future a physical root.
What Does This Mean For Me?
This transition will affect different members of The Grey School community in different ways.
Use the tabs below to find the guidance most relevant to your place in the School.
The Grey School already has a structured academic life. Pupils complete lessons, earn credits, receive Faculty assessment, advance through levels, and work toward recognized completion within the School’s own system. That foundation is not being replaced, and it is not being treated as lesser work.
What is changing is the main form through which new Apprentices will move through that established path. The School is carrying Apprenticeship advancement from a primarily text-based delivery model into a more live and campus-centered form, with vGSW becoming the regular digital campus for instruction, participation, Faculty guidance, and demonstrated learning. Highspire continues to serve as the physical campus, giving the same educational work a place for in-person study, retreats, special programs, and shared campus life.
Written lessons remain part of the School’s academic foundation. They will continue to support preparation, reference, assigned reading, written reflection, and scholar study. Their value remains, while their role in formal Apprenticeship advancement changes.
The first formal step begins July 1, 2026, when new enrollees will connect their School Site account with their vGSW identity. In Summer Term 2027, new Apprentices will enter through the live class model. The transition is intended to be complete in Winter Term 2028.
How Apprenticeship
Advancement Will Work
Apprenticeship advancement will continue to follow the School’s established academic structure of courses, credits, level requirements, Faculty assessment, and formal progress. What changes is the regular setting in which more of that work will take place. As the live class model develops, Apprentices will move through their required studies by preparing with written material, attending scheduled classes, completing the assigned work, and earning credit toward their level.
Study
Prepare through online text, assigned readings, and supporting materials.
Attend Class
Take part in scheduled instruction through vGSW or, where appropriate, Highspire.
Complete Work
Finish the required class work, reflection, practice, or demonstration.
Earn Credit
Approved completion is recorded toward the pupil’s academic requirements.
Finish Requirements
Continue through the required courses, credits, and expectations for the current level.
Advance
When the level requirements have been met and approved, the pupil moves forward.
The school's written lessons will remain part of the rhythm of study as material to read before class, return to afterward, and carry into discussion with greater preparation. The live class then gives Faculty and pupils a shared setting for questions and demonstrated understanding, so that advancement continues to rest on completed work while becoming more active and visible within the life of the School.
FAQ
What is changing at The Grey School? The Grey School is entering a new stage of its educational life. The central change is that formal Apprenticeship advancement will move from a primarily text-based model into one centered on live classes, Faculty guidance, campus participation, academic credit, and demonstrated learning. The School already has courses, credits, level requirements, Faculty assessment, and formal advancement. Those things are not being newly created. What is changing is the way pupils will increasingly move through that established academic structure. Written lessons remain part of the School’s foundation, while live instruction becomes the ordinary setting where more of that learning is taught, practiced, discussed, and shown.
When does the transition begin? The transition begins in practical form on July 1, 2026, as the School begins preparing pupils and new enrollees for a more campus-centered academic model. That preparation includes account linking, vGSW readiness, expanded live offerings, Faculty preparation, and clearer guidance around the future shape of Apprenticeship advancement. New Apprentices will enter through the live class model beginning in Summer Term 2027. The 2027 year will serve as a transition window for current text-based Apprentices, and the transition is intended to be complete in Winter Term 2028.
What changes on July 1, 2026? Beginning July 1, 2026, the School will begin asking pupils and new enrollees to link their School Site account with their vGSW identity when they are able. This is part of preparing the School’s online and campus spaces to recognize the same person across both parts of the institution. This is best understood as a campus-readiness step. As vGSW becomes more central to live classes, participation, and future academic systems, the account link helps the School build the next structure in an orderly way without pretending every system is already fully joined on the first day.
What is the account link? The account link connects a pupil’s School Site identity with their vGSW identity, helping the School recognize the same person across its website and digital campus. That connection will become increasingly useful as live classes, campus participation, and academic progress become more closely connected through the Grimoire and vGSW. The link does not mean every part of the School’s record system is already complete. It is one of the foundation stones for the campus-based model now being built.
Is The Grey School wholly removing written lessons? No. Written lessons remain part of The Grey School’s academic foundation. Their role is changing, and that change is important. Written lessons will increasingly serve as preparation, assigned reading, reference, written reflection, and scholar study. A pupil may read a lesson before class, return to it after discussion, or use it as the basis for written work connected to a live course. The legacy text-based Apprenticeship placed most of the burden of advancement on reading lessons and submitting written replies. In the new model, written study remains valuable, but formal Apprenticeship advancement will be carried more fully through live instruction, Faculty guidance, and demonstrated learning.
Why is the School making this change? The School is making this change because Wizardry is a practiced discipline. It asks for judgment, responsibility, discernment, communication, self-mastery, service, and applied wisdom. Those qualities are strengthened when pupils can be taught, questioned, guided, observed, and assessed in living ways. The text-based lesson model served the School well for more than twenty years. It gave pupils flexibility, allowed study across distance, and helped build the Grey School as it exists today. That history deserves respect. The world around education has changed, however, and the School must now build a model that gives stronger evidence of learning while preserving the best parts of the old foundation.
Is this change only because of AI? No. AI is part of the reason, but the change is larger than AI. Automated writing tools have made polished written submissions less reliable as evidence of learning. A pupil can now produce a response that sounds complete without having fully wrestled with the lesson. That creates a real academic concern, but it also points toward a deeper truth. The Grey School’s work was never meant to rest entirely on polished written answers. The School wants advancement to reflect understanding, participation, practice, and demonstrated growth. AI made the weakness of relying too heavily on written submissions more urgent, but the move toward live instruction also better fits the kind of education The Grey School has always meant to offer.
Are credits, years/levels, and requirements being replaced? No. Credits, years/levels, course requirements, Faculty assessment, and formal progress remain part of The Grey School’s academic structure. The Apprenticeship will still require pupils to complete the required work for their level. The difference is that more of that work will be completed through live classes, guided participation, practical exercises, some written reflection, and demonstrated learning. The structure remains. The delivery of that structure becomes more active, more visible, and more closely connected to the life of the School’s campuses.
How will Apprenticeship advancement work in the live class model? Apprentices will prepare with written materials, attend scheduled live classes, complete the assigned work, and earn credit toward their level requirements. Each class will make its expectations clear, so pupils know what is required before they enter the course. The exact form of completion may vary by class. Some courses may center on discussion and reflection. Others may involve practical exercises, scenario work, presentations, observation, written assignments, or other demonstrations of understanding. The common thread is that pupils will be doing more of their learning in a setting where Faculty can guide the work as it unfolds.
Will live attendance be required for credit? Live attendance will be part of earning credit in the new Apprenticeship model. The purpose of live instruction is not simply to move the old lesson format into a scheduled hour. It is to allow pupils and Faculty to meet in a shared setting where questions, discussion, guidance, correction, and demonstrated understanding can take place. Some courses may provide an approved way to make up missed work, depending on the nature of the class. Other courses may require live attendance because the learning depends on direct participation. Recordings, where they are available, are best understood as review material unless a specific class offers a different approved path.
What happens if I cannot attend a specific live class? The live class model is being built with adult pupils in mind. The Grey School knows that its pupils have work, families, health concerns, time-zone differences, and other responsibilities that shape their studies. Required classes will return in later offerings as the schedule develops, and the School will work toward varied times over time. A pupil who cannot attend one offering of a needed class may continue making progress through other available requirements while waiting for that class to return. Should no time be available during a term that works for an Apprentice, the Faculty will make efforts to accommodate the pupil where possible. The aim is responsible flexibility, with live instruction remaining central to formal advancement.
Will classes be offered at more than one time? The School will work toward that as the model grows. The Grey School serves adult pupils across many lives and many time zones, so a live class model cannot depend forever on a single narrow schedule. Not every class can be offered at every possible time immediately. As the system develops, required classes should return in later offerings, and some courses may be taught at different times or by different qualified Faculty. Pupils will need to plan their path through the available schedule, much as pupils at other schools plan around course offerings.
Will all Apprentices be required to use vGSW? Yes. Beginning in Summer Term 2027, new Apprentices will enter through the live class model, and vGSW participation will become an ordinary part of formal Apprenticeship advancement. From the 2028 date onward, all Apprentices will use the platform. vGSW is The Grey School’s regular digital campus. It is where many pupils will attend live classes, meet Faculty, participate in Lodge life, complete scenario work, attend office hours, and enter more fully into the academic life of the School. vGSW is not an extra ornament added to the School. It is becoming one of the School’s normal classrooms.
Will pupils receive help learning vGSW? Yes. As vGSW becomes more central to formal advancement, the School will help pupils learn how to participate in that campus with confidence. Some pupils will arrive already comfortable with virtual spaces. Others will need help learning how to enter vGSW, move through campus, attend class, communicate appropriately, use voice or local chat where needed, and understand the ordinary habits of campus life. Orientation will be part of helping pupils enter the new model well.
What happens to current text-based Apprentices? Current text-based Apprentices may continue in that path during the 2027 transition window. Work earned is work earned. Completed coursework, earned credits, level progress, and academic standing will be recognized as the School moves into the new structure. This transition is meant to carry current Apprentices forward with care. The School is not erasing their work or asking them to begin the Apprenticeship again. At the same time, the School is preparing a new central model for Apprenticeship advancement, and remaining text-based Apprentices will eventually be brought into that model.
Can current Apprentices move into the live model early? Yes, once the live model is ready for them. Current Apprentices will have opportunities to enter live-taught versions of classes as the structure develops. For now, that move should be understood at the class level. If a pupil chooses to take a class through the live model, that class is then being completed through the new structure rather than through the old lesson-by-lesson text sequence. The School may refine this as the model grows, but the practical aim is to keep each class coherent for teaching, participation, and assessment.
What happens if a current Apprentice is still text-based in Winter Term 2028? In Winter Term 2028, remaining text-based Apprentices will be transitioned into the live model with completed work and earned standing recognized. If a pupil is partway through a class at that point, they will remain within that class area, but the live-taught version will begin from its opening sequence. For example, a pupil partway through Wizardry 600 would remain in Wizardry 600, but would begin the live-taught version from the start of that course. This allows the School to honor the pupil’s overall standing while keeping each live class coherent for instruction, participation, and assessment.
How will progress be tracked? Progress will be tracked through the Grimoire’s Progress Tracker. The Grimoire will continue as the academic home where pupils can see what has been completed and what remains required. As the School moves into the new model, the Progress Tracker will become an increasingly important tool for helping pupils understand their path.
What is happening to the Magister Program? The Magister Program will continue as a serious path within The Grey School, though its shape is developing in important ways. In its earlier form, the program served learners who wanted broad freedom within the School’s lesson archive, especially those who came with their own questions, prior study, and a desire to guide much of their own reading. That freedom remains part of the Magister spirit, but the next form of the path will give that independence a clearer academic spine. The Grimoire will show the road ahead, major stages of study will be marked by formal review, and successful completion will lead to the Magister Letter as a recognized Grey School credential.
What is the Magister Letter? The Magister Letter is a formal Grey School credential, awarded by The Grey School of Wizardry upon successful completion of the Magister track. It is not presently a state-authorized academic degree. Its value rests in The Grey School’s own standards, reputation, academic tradition, and the recognition given to Grey School work by those who respect the institution. The School has already seen that kind of value in the way Journeyman Letters are recognized by people and places that understand the seriousness of the work. The Magister Letter belongs to that same tradition of earned recognition.
How will Magister progress and proctored exams work? Magister study will remain distinct from the Apprenticeship, but it will gain clearer structure through the Grimoire’s Progress Tracker and through major stages of review. Rather than simply moving through the lesson archive by personal interest alone, Magisters will follow a more defined track of advanced study. At important points along that road, live proctored exams will give the School a stronger way to confirm retention, understanding, and readiness to continue. If an exam shows that material has not yet been mastered, the Magister will be guided back through the relevant work before attempting that stage again. The purpose being to make sure that the Magister Letter represents real completion.
Will Magisters take the same classes as Apprentices? Some offerings may be appropriate for Magisters, but the Magister path and the Apprenticeship path are not the same. Certain classes remain specific to Apprenticeship. Apprentice Leadership is one example, and the Wizardry 100 through 799 sequence is another. Magisters may still benefit from appropriate live offerings, special lectures, School events, and selected academic opportunities, but they are not being folded into the Apprenticeship model.
Why can Magisters complete much of their work through written study, while Apprentices need live classes? It is reasonable to ask why written study and proctored exams can serve one path while live classes are becoming central to another. The answer is not that written work is trusted for Magisters and distrusted for Apprentices. The answer is that the two paths are meant to do different kinds of work within The Grey School. The Magister Program is a focused path of advanced study through the School’s curriculum. Its present direction is centered on Occultism and Metaphysics, though future Magister tracks may explore other applications of Grey School learning as well. A Magister is expected to bring a strong degree of personal discipline to the work, shaping their study with seriousness, purpose, and depth. In that setting, written work can remain a fitting center because the learner carries more of the interpretive weight. Proctored exams then give the School formal points of review, allowing us to confirm that the material has been retained and understood without turning the Magister path into the Apprenticeship. The Apprenticeship has a different calling. It is the School’s tutored path into the Trade of Wizardry, and a trade is not learned through reading and examination alone. Apprentices learn under the guidance of mentors, through steady contact with Faculty, classmates, Lodge life, campus expectations, discussion, correction, and practice. Wizardry can be subtle in one moment and demanding in the next, so the School needs to see more than whether a pupil can produce a good answer after the fact. We need to see how they think, how they respond, how they apply what they are learning, and how they grow within the living discipline of the School. A proctored exam can show whether a pupil remembers material at a particular point. It cannot, by itself, provide the ongoing guidance that an Apprenticeship is meant to give. The live class model allows Faculty to teach the Trade as something practiced, discussed, and refined over time, while written lessons continue to give pupils the study foundation they need before and after class. So the difference is not a matter of one path being serious and the other being less so. The Magister Program asks for depth through focused, disciplined study. The Apprenticeship asks for formation through mentored practice in the Trade of Wizardry. Each path has its own demands, and each is being shaped according to the kind of learning it is meant to provide.
What is changing for Faculty? Faculty work will change because the School’s teaching life is changing. For many years, much of the Faculty role has centered on reviewing written submissions, returning thoughtful feedback, and helping pupils move through the online lesson system. That work carried The Grey School for more than two decades, and it remains worthy of real respect. As the School becomes more live and campus-centered, more Faculty teaching will take place through scheduled classes, guided discussion, practical engagement, office hours, scenario work, and direct support of demonstrated learning. Written review will still matter, especially in the Magister Program and wherever written work continues to serve the School’s academic needs. The change is that Faculty service will no longer be measured only through online grading. The School will increasingly recognize live teaching and campus participation as central Faculty work as well. The teaching stipend will also be raised and gradually divided between the School’s online and vGSW teaching work. During the transition period, the full stipend will remain with online grading, as it has in practice for many years. This gives Faculty continuity while the new model is still being built, and it avoids asking people to depend on a live system before that system is ready to carry its share of the work. As vGSW teaching becomes more established, a portion of the stipend will move into the virtual campus through the Wizard’s Crest in Faculty Hall. Using a monthly teaching stipend of $1,500 as an example, the online grading pool would begin with the full amount during the transition. As the vGSW teaching pool grows, the online grading pool would gradually decrease, with the intended post-transition balance being $1,000 available through vGSW teaching and $500 remaining for online review work. This is not meant to take value away from online grading. It is meant to recognize where the School’s teaching work is going. A Faculty member who teaches live classes, supports vGSW instruction, participates in the academic life of the campus, and helps pupils demonstrate learning should have a clear way to be recognized for that work. At the same time, the School knows that written review will continue, especially through Magister study and other areas where written work remains central. The School will not treat current Faculty as though they no longer belong because the structure is changing. Everyone here today has a place here tomorrow. There will be Magister work to review, class material to write, lessons to revise, live classes to teach, academic systems to support, and many forms of service needed as the School grows into this next model. The aim is to be transparent about the direction of the work, fair about how support is distributed, and respectful of the Faculty service that brought the School to this point.
What will happen to the written lesson archive? The written lesson archive remains one of The Grey School’s great academic assets. Those lessons helped carry the School through its first twenty years, and they will continue to support class preparation, reference, written reflection, and continued study. As the Apprenticeship moves toward live classes, the School also intends to preserve a meaningful reading path for those who wish to study Grey School materials without enrolling as pupils. The lessons are not being discarded. They are being placed into a role better suited to the School’s future academic structure.
What is the Scholar path? The Scholar path is being developed as a reading-based way to preserve broader access to The Grey School’s written lessons while the Apprenticeship moves more fully into live classes and campus-based advancement. It should be understood less as enrollment and more as a library card into part of the School’s written tradition. The Grey School has built a large body of lesson material over more than twenty years, and that work still has value for readers, seekers, independent learners, alumni, friends of the School, and members of the wider esoteric community. As the formal Apprenticeship becomes more live and guided, the Scholar path allows the School to keep a meaningful portion of that written tradition available without asking text-based reading to carry the full weight of formal advancement. A Scholar would be able to read selected lesson material in an ordered way. The intent is not to hand someone a scattered archive and leave them to wander without shape. The path should still provide a course of reading with enough structure to be useful, beginning with introductory material and then allowing the reader to move into a chosen area of interest. In that sense, the Scholar path preserves one of the great strengths of the old lesson system: the ability to sit with written material, return to it, think carefully, and pursue study at one’s own pace. At the same time, Scholar access is not the same as being an enrolled pupil of The Grey School. Scholars would not receive Faculty assessment, academic credit, Apprenticeship advancement, Lodge standing, vGSW participation, campus privileges, forum access, Discord access, Highspire access, or event access through the Scholar path. They would be readers of selected School material, not enrolled Apprentices moving through formal academic requirements. That difference is important because the School is trying to preserve access without confusing the meaning of advancement. The written lessons can still teach, inspire, orient, and support serious study. Formal Apprenticeship advancement, however, will belong to the live academic model, where pupils are guided by Faculty, participate in the life of the School, complete class expectations, and demonstrate learning in ways that reading alone cannot provide. The Scholar path therefore serves two purposes at once. It keeps The Grey School’s written tradition from being locked away as the Apprenticeship changes, and it makes clear that reading lesson material is not the same thing as completing the Apprenticeship. A Scholar may gain knowledge, language, perspective, and personal benefit from the lessons, but the formal road of Apprenticeship belongs to those who enter the School as pupils and complete the work of that path. In time, the Scholar path may also become a welcoming first doorway for those who are curious about The Grey School but not yet ready to enroll. Someone may begin as a reader, discover that the material speaks to them, and later decide to pursue the Apprenticeship, Magister study, or another formal path. Others may remain Scholars and find that the reading path gives them exactly the level of connection they need. The purpose is generous but clear: to support learning beyond the enrolled body of the School while preserving the meaning of formal Grey School advancement.
Will tuition increase because of this transition? Tuition is not being raised as part of this transition. That is an important choice. The School knows that many pupils already make a meaningful commitment to be here, and the goal is not to place the cost of this transition evenly on every pupil’s shoulders. Support plans exist so that those who are able to give more can help carry more of the work. In that way, generosity from some helps preserve access for many.
Why do support plans matter if tuition is not increasing? Tuition is not being raised as part of this transition because the School does not want every pupil to bear the cost of rebuilding the academic model in the same way. Many pupils already make a meaningful commitment simply by remaining enrolled, and access has always mattered to The Grey School. Holding ordinary tuition steady is one way of protecting that access while the School moves through a period of real change. Support plans make that choice possible. A transition of this size cannot be built out of goodwill alone. Live classes require preparation. Faculty need time, structure, and support as their work expands into vGSW and the live model. The Grimoire, academic tracking, class planning, vGSW systems, Highspire readiness, and the preservation of the written lesson foundation all require attention and resources. None of those pieces are decorative. They are the practical supports that allow the School to move from a primarily text-based advancement model into one that is more live, guided, and demonstrable. Support plans allow those who are able to give more to help carry more of that cost. That means the School can build the next structure without simply raising tuition across the board and asking every pupil to pay for the transition equally. A pupil with limited means can remain part of the School, while alumni, friends, current pupils, and supporters with greater capacity can help strengthen the road ahead. In that sense, support plans are not separate from the School’s educational mission. They help keep ordinary tuition steady, help prepare Faculty for the work ahead, and help build the systems that will make the next stage of Grey School education possible. They give the School room to move carefully, to preserve what should be preserved, and to build what must now be built.
Where can I get more information as the transition develops? Additional guidance will be published through official School announcements, School Site updates, vGSW notices, and direct communications as the transition develops. This FAQ reflects the School’s present direction. Some practical details will continue to be refined as live classes are built, Faculty are prepared, the Grimoire’s Progress Tracker develops, and vGSW becomes more fully woven into formal Apprenticeship advancement.
Our Road Ahead
The Grey School is carrying its education into a more live, guided,
and demonstrable form while preserving the written foundation that brought us here.
This transition will take patience, clarity, and the help of those who believe
serious esoteric education should continue to grow.
Stay connected as the School’s next chapter unfolds.
Follow official updates, share this page with those who should understand what is changing,
and consider supporting the work that will make this transition possible.
