"I always wanted to go to the Chavez school but I could never afford it when I was growing up so a lot of my learning came from magic books and watching other magicians. I was also very lucky that I had a couple of really good magic teachers"

Lance Burton reflects on his early aspirations and challenges with pursuing a career in magic, specifically referencing his desire to attend the Chavez school, which is renowned for its professional instruction in sleight-of-hand and magical performance. The statement reveals his awareness of barriers such as financial constraints that prevented him from accessing formal education in his chosen field when he was young. This unfulfilled aspiration doesn't appear to have diminished his passion but instead seems to have fueled his determination to learn by other means.

He describes how, without the resources to afford specialized schooling, he turned to self-education through books focused on magic. This highlights his initiative and dedication, as he proactively sought out alternative paths to gain knowledge. The mention of “watching other magicians” suggests a learning process deeply rooted in observation and imitation. For a magician, such learning involves careful analysis of technique, timing, and presentation, skills honed not just by reading about them, but by witnessing them enacted in real time. Burton’s approach illustrates the power of informal learning and the importance of mentorship and community within the performing arts.

He further acknowledges his fortune in having “a couple of really good magic teachers.” This simple remark carries an underlying gratitude for the guidance he received from mentors, which likely compensated, at least in part, for the absence of structured, formal schooling. These teachers served as invaluable resources, providing personalized instruction, professional insight, and encouragement during the formative years of his magical education.

The passage as a whole emphasizes resilience and resourcefulness in the face of obstacles, underscoring how personal initiative and mentorship can counterbalance the lack of institutional access. It affirms the idea that while formal education is valuable, determination, self-guided learning, and the influence of experienced teachers can be equally critical in the pursuit of mastery.