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Found 14 results

  1. That was going to be the final class of the day, at least for her, she was too tired to think. She continued to wonder why she decided to do what she did, but at the end of the day, she had to admit it wasn’t about what was easier for her. The advanced class was probably the most amusing one to her, it was where most of the students didn’t require assistance, they could easily, or so she hopped, the spells she was going to have them do. For them, she had some fourth and fifth year spells. She displayed the room like she had done previously, rows, with a corridor in the middle, this time a larger corridor, she didn’t want anything destroyed in the process. She wanted them to use a Carpe Retractum on one of the mannequins, which now, all of them had the name Delores written on their forehead and a number at front. Once they successfully catch and pull Miss Delores to them, Andy will want them to use Locomotor and control the dummy at their will, as long as they didn’t break anything. Once all students do what they need to do, she’s going to let them engage in a dummy fight. Andy was sure the last class was going to be more amusing than the other two, considering the lack of effort she would have to put into it; for now, she just has to sit and wait for the students to appear.
  2. Another class, just one more and she could finally relax in peace and quiet. Three classes were a lot more than just one, but Andy was trying to avoid another class full of students with different skill levels, where some couldn’t even do a simple spell while others excelled at more complexed spells. For the intermediate’s class, Andy decided to do some third and eventually some fourth year spells. Andy decided to put the tables in rows, giving people enough space to just come and go as they pleased from their seat, but left a corridor in the middle. She put papers on the tables and cast Illegibilus, whoever could remove the charm would be able to read the paper, where it contained further instructions for her class. Once students are able to successfully read the instructions, they are supposed to get a partner and use a Colovaria on their partners and then putting them back to normal. Once the easier spells are done, Andy can tell them to continue, this time by using Accio and Depulso on their boxes from the other term’s class. Andy just hopped this class wouldn’t get crowded, she wanted to end her day with a functioning brain. She sat on a chair and waited for her students to appear for her class.
  3. Andy decided to take a new approach to the class, after last term’s fiasco she was going to make thing easier. The beginners’ class was supposed to be the easiest, first and maybe second-year spells should do, everyone should be able to follow them easily. She adjusted the tables, making it rows but with enough space for students to pass and with a corridor in the middle, she didn’t want people hopping from table to table or having to crawl just to get to a spot their friends. She started preparing the spells they were going to use, the Bullarum Immortalem seemed like a fun idea to start the class, a child’s play and a childish spell, good to entertain children or fools who enjoyed multi-colored bubbles, she was sure some of the students would enjoy it. The second spell she’d make them do would be a Diffindo and as a third maybe Reparo. Yes, students should be able to use these spells easily without a complication, at least to get them used to wandless magic. As she prepared the class, thinking about what she could use for them to cut and repair, maybe she needed a target. She conjured several mannequins but only placed one at the end of the corridor, students would be able to cut and repair several Delores without a problem, and then fixing the ones they had cut. She had a good feeling about the class, now all she needed was for her students to show up.
  4. Across every single desk had been a pot, filled with dirt and what seemed to be a fully bloomed plant. Each one had been different in genus but one thing had been the same for each one, regardless of the type of flora it'd been. They'd been brittle, fragile and crumbling in despair, the coloration of petals had been off and they wilted under the light, while planted it seemed as if they hadn't gotten certain aspects of the nutrients it needed to keep hydrated. Stem's held a sickly pallor that reflected just how much they'd been suffering, that intervention had been a necessary option for such poor specimens. This, unfortunately, had been one of the many situations that some may end up running into in different parts of the world but certainly during severe droughts that could hit their current home at any moment - whatever Mother Nature's chaos demanded of it. He leaned against the desk and the usual expression of up-beat optimism had been struck away entirely, whatever had been on his mind still hadn't fully settled in. "Come on in, party people. I'll get right into what we'll be knocking this term out with." After the cursory introduction he awaited for everyone to file in and sit at a desk that seemed comfortable for them, there hadn't been any form of assigned seats as he felt it would restrict the feeling of freedom for the class. Pushing himself off of the desk and side stepping to reveal that his own table sported a pot with withered flower, clearly it had seen better days and it'd been his hope that in this class many of the flowers would be able to see them as well. "As you've all not doubt noticed, in front of you is a potted plant. Each one most likely different from your neighbor's around you. You may as well notice that it's not quite up to certain standards of living. They're dying, not yet dead, but on the brink of it." It had been dire straits but he hadn't wanted them to focus on the unfortunate condition that the fauna had been stuck within. "Considering that my way of saying, 'Welcome to Term Two of Elemental Magic.' " Afterwards there'd been an offered bow of a flourish before he continued on with his lecture. "Water has many applications and one of its primary ones is often in the thread of utility or support. Some of you may end up going into a personal belief or a job that involves preserving the environment in some fashion, this spell I'm about to teach you? It will help with restoring small plants and greenery." It wasn't one tailored towards the restoration of something as massive of a tree but managing the few things that it could target would still assist a bit of the ecosystem and the creatures that relied upon it to some degree. Derrick grasped his wand gingerly and started to trace it through the air to demonstrate the motion that instrument or one's finger would need while reciting the incantation. "Redde Aqua!" A pulse of magic pushed through the wand as the tip started to form a gentle stream of water that encircle the plant, pushing into the soil and towards the roots that had been embedded deep into it. Bit by bit, the health of the flora had started to improve. Perky and stout, the color of the petals vibrantly emitting as if they'd been recently colored by proper care. "I want to stress that this spell isn't designed to be a substitution for what the plant will need in a long term, but it helps it to keep fighting just a bit longer. Consider it more of a band aid to assist until nature's wrath has lessened and the conditions of its environment would end up a bit more amiable." "It is also what I call a 'gateway' spell. As much as it would assist Naturalists, it could also assist those following a path as a general healer." One of things he'd enjoyed about the subject of Elemental Magic, it had a piece of nearly every class that some of the students were most likely taking. Which meant that they would have extended tools that could be equally useful, developing an expansive repertoire in their arsenal. "And don't get frustrated if you don't get a hang of it easily. That's what we're working towards here."
  5. Tag: class students Date: OOC Notes: This was going to be Andrea’s first class at that school and she had every reason to be nervous; teens were overall unpredictable and then there were those who were stubborn and wanted to do the things their own way, she had nothing against her students trying to find new ways, but only after they master the spell. She had no idea what the previous teacher had taught them, but she assumed trying the basic spells was the best. She had a printed sheet with all the easier spells, she assumed everyone already knew how to make the easiest and simplest of spells by using a wand, so they shouldn’t have a problem doing them without one. “This is going to be one hell of a rollercoaster…” she thought to herself as she put small chests on the table, all the chests were locked and unlocking and locking locks were the easiest spells to make without using a wand, it made sense start with those. She wrote on the board the name of the spells they were going try. Andrea sat on the table, one leg over the other and rested her head on her hand, she watched over the empty tables as she waited for her students to show up, she had a list of the students enrolled on and for a moment she regretted ever applying for the position. She glanced over the rest of the paper sheets on her table with detailed information about how to perform said spells. Wandless magic was volatile and hard to control, it was a type of magic that was beyond comprehension to some witches and wizards, hopefully, everyone in this class had some aptitude to it or it was going to be chaotic. She just hopped nothing bad happens to anyone. As the students entered the classroom she got up and watched them get inside, she wanted everyone to be there, so she wouldn’t have to repeat the same thing twice, but that was always going to happen. “Good morning everyone. My name is Andrea Riverpond and I’m your new wandless magic professor.” She announced before looking at the list of the students. “Wandless magic isn’t an easy subject, is highly volatile so I’m expecting all of you to pay attention to details.” She said, crossing her arms and looking at everyone in the classroom. “We’ll be doing easy spells today. Any questions?”
  6. Bummer. Evelyn had been hoping she wouldn't be called in to give a Defense Against the Dark Arts lecture that term due to the overwork the Auror division had been enduring as of late, but there she was, ready to teach a class on the Patronus Charm. As usual, she arrived early to prepare the classroom; given the usual scope of the spell, she had pushed the desks as much against the walls as she could to create a bit of a corridor in the middle of the room as space to practice. She wrote her name on the board, highlighting she was merely a substitute teacher, as well as the name of the spell they would be learning that day in big, bold letter: the Patronus Charm. It was a spell she wasn't terribly fond of. Not because she couldn't perform it or because it had some semblance of difficulty to her, but because hers was of the fowl variety. She hated birds. Students soon started arriving, taking their strangely placed seats. The blonde leaned back lightly onto her desk and smiled pleasantly in greeting. "Good morning, everyone. My name is Evelyn McCarthy-Parsons and I shall be your guest lecturer for today's Defense Against the Dark Arts class. Unfortunately I can't remain in the position after this, but I'm sure it will be a very productive class." She took her cypress wand out of its holster, not yet producing magic with it. Instead, she held it vertically and let her chin rest upon the tip. "Now, ladies and gentlemen. Before we begin, I request of those who actually know what a Patronus Charm is..." She motioned towards the board, indicating the theme of the class. "...To mention what you know about it, what it does, its various uses, the intricacies to produce it, so on and so forth. Don't worry if you don't wish to respond, I won't take away points from you for not participating."
  7. Topic: Tallygarunga's influence of Australian magical society Reading: History of Tallygarunga (Page 34) Assessment: Contribute productively to class discussion. The above was written in Adele's flawless cursive handwriting, an elegant script that seemed at odds with the irritable woman that sat at the desk below it. Watching the students filter in and take their places, she frowned grimly at them. A sharp finger pointed to the blackboard on occasion, as if to silently demand the students sit down, shut up, and open their books to the page listed. Adele didn't want to talk. Heck, Adele didn't want to teach. Alan had really pushed his luck this time, begging her yet again to fill in for History. Did she have better things to do? Not really. Being so early in the year, the library was in near-pristine condition and she'd almost reached the point of scrubbing the varnish off the shelves. Obsessively cleaning to keep her mind off reality? Probably. Was Alan throwing more work at her because he knew she would spiral fast without it? Very likely, but Adele didn't stop to consider that. The holiday season had been unbearably hard, even with Alex and the rest of the family around. As the room began to fill up, Adele rose from her seat, moved around to the front of the desk and leaned against it. Casually she took a cigarette and lit it, her gaze casting across the room and daring the students that were brave enough to meet it to say something about the cigarette. She did not care. The worst that could happen is Alan would remove her from the school and then what? She wouldn't have to bloody well teach History for him anymore. Useless lump that he was. No doubt she was here because he was insisting Audrey not do any work. Like getting another damn replacement teacher in. She looked up at the clock. It struck bang on the hour, and her free hand shot out to one side, a burst of magic slamming the door shut with an almighty crack. "Books. Open. Respectfully. Damage a single page and you'll wish you were never born," she snapped. "If you've not already read the material, I suggest you start now. If you have, and you've got something to contribute, put your hand up and wait your turn to talk." Adele barked the orders, clearly not in a mood to be messed with today. "The school you're at right now, Tally, had a significant impact on the Australian wizarding society. Why do you think that is? What ways has it changed society for the better? Or worse? How might wizarding Australia be different if Tally didn't exist? What makes Tallygarunga different from the rest of the magical education institutions?" (You don't need to wait for Adele to post to have your character answer, just assume that she does within your post and have your character offer their part of the conversation.)
  8. As she pushed open the broad doors which led into the lecture hall, Professor Lyell felt whatever nervousness migth've still been inside of her all morning slip away, vanishing like distant ghosts in the slips of time. She walked down towards the lectern table with a purposeful, no-nonsense stride, her flats echoing faintly on the tile floor as she scarlet-and-gold professorial robe flowed around her like a eagle protecting its' nest from attack from afar, while atop her head her fedora, the Springbok feather pointing straight up from the brim like a sentinel. Looking around a little, she counted over 20 students - most looking as though they were in the middle forms - and looking eager to learn; although she had the list of students by name in her hand, rolled up so that she could use it as a pointer, she always used the first one or two class days to get to know her students. It was one thing to know them on paper; it was quite another to tie the name to the face. Walking up onto the broad stage, the professor walked straight over to the table, atop which sat three rune stones, each as large as the textbooks the students had with them. Each one had ancient languages written upon them; it was Professor Lyell's way of introducing them to the study of ancient runes. After a few moments, she coughed quietly, took off her fedora and set it down on the table next to the runes. "Before you, on the lectern table before you here, are three stones. Ancient runes with a couple ancient languages on them; my question to you this first day is....which of these stones is real and which are fake?" she asked. For several minutes, the students - invited up to the lectern table by Professor Lyell - studied all three runes, examining them with sharp, quizzical eyes and bated breaths. Professor Lyell watched, noting which students took their time examining each of the three rune stones and which didn't...eventually, she called the students back to their seats. "Okay, which of you think its' the first rune stone?" After counting the number of students who answered, she repeated the question for the second and third rune stones, again writing down how many students answered for each of them. When she had the numbers tallied up, Professor Lyell spoke again. "For those who answered the second rune stone, congratulations! That stone was found near Bunratty Castle in southern Ireland almost two centuries ago and contains both Celtic and Pict language on it, both of which we'll study in this class. The other two....both are fakes; my question to you, ladies and gentlemen, is how do we know their fakes?" Pointing towards one student with her rolled-up paper, she said, "Yes?" "The languages," he replied. "And...?" Professor Lyell prompted. "The lack of languages on the other stones," the student asked, seemingly half-afraid. "That's right," Professor Lyell explained. "The forgeries contained symbology not regularly used by wizards and witches; the first one contained Egyptian hieroglyphics lifted from the Rosetta Stone, while the third stone contained Cambodian symbology found at the site of Angkor Kol Ker in northwest Cambodia. If these had been legit, they would've both had languages, scripts and symbols on them, not just symbols. But for those who answered one or three, don't fret; we've got all year to learn," bringing a light chuckle to the lecture hall. After a few moments, Professor Lyell continued. "Since I am new here to Tallygarunga, let me introduce myself. I'm Professor Tamara Lyell and I'll be your instructor in the study of ancient runes; by the end of this year, all of you here today will know just about everything there is to know about runes and their relationship to the wizarding world. But its' not just a classroom study; we'll do plenty of library work and - conditions permitting and permissions granted ahead of time - we may even go out into the field and search for runes for a couple days. The textbooks you have will provide the baseline for passing the course; how much you learn or choose to learn is up to you." After a few moments, she unfurled the rolled-up papers and began asking which students were which, the year having begun in earnest....
  9. No one wanted class first thing Monday morning, students or professors alike. Leander was still so new that he didn’t get the best class times to pick from and here it was, double potions before lunchtime on Mondays. And while his students might complain they had to show up to class before they were properly awake, Lee had to show up earlier for set-up and lesson-planning as well as a check in on his personal projects. It was honestly a minor miracle nothing had gone significantly wrong so far, with all the sleepy teenagers and often exhausted professor in a classroom surrounded by things that could go boom. With the cauldrons set out, the ingredients set up and a coffee in hand, Lee was ready. For a nap. However, it was time to start class. Thankfully there was going to be a bit of extra wine at the end of class. Leander let the students enter him classroom at their own pace and arrange themselves and their belongings as they wanted around the room before he started the lesson. “Today we have a test.” He sipped his coffee after the unpleasant statement. “You all should remember the draught of LinsLann we made last term?” he continued without really pausing long enough for the students to confirm or deny. “You are going to be making it from memory today. Books away, please. You can work in pairs if that makes it easier, but you won’t get that chance at the end of the year finals.” Leander leaned against the demonstration table and surveyed the students assembled in front of him. With the hand that held his coffee, he indicated the two large clear glass bowls of different coloured liquid on the table to his right. One was labelled ‘1963 Chardonnay’ and the other ‘Octopus Ink’. “As always, you first need to start with the basics which means you need a base for your potion. If you can’t remember, there’s two choices laid out for you. Choose wisely.”
  10. The students enrolled in Tallygarunga's Care of Magical Creatures class would walk out to their Common Rooms to find a Patronus waiting for them. It was a Puma, one could tell, sitting up prim and proper, tapping tail wrapped around its paws. Once they had approached, they would find it dropping its jaw, Alic's voice issuing forth, telling them to meet in the Field for today's lesson, instead of the hut. The usually friendly Professor Eron was in a horrible mood. That was obvious from the moment anyone approached. His lips were curled down into a sour scowl, his brow furrowed. His right arm was hung up in a sling, and his normally fitted robes bulged in odd places. Anyone who approached him was given a dark look that made his eyes seem more red than brown, and if they tried to speak he'd tell them to take their seat. He stood in front, and slightly to the side of, a chalkboard, which had the student's names listed out on them for roll-taking and point-taking purposes. Some distance from him was a small menagerie - dogs, tied down with leashes attached to stakes, cats in a pen, some owls in an enclosure. Rats, guinea pigs, rabbits, and other small rodents were all in their own, separate enclosures, kept well away from the others. There were several picnic tables set out, inlaid with cooling charms to protect their future occupants from the burning heat. He'd experimented with some covers, but all either didn't work, were too flimsy, or startled the animals, and so he was given no choice but to go with the charms and hope they worked. On each picnic table, several cups were stacked, along with a pitcher of ice-water, kept cool by more cooling charms.
  11. Ash had arrived at his classroom earlier than intended. He had intended to arrive after the students, wait long enough for them to get comfortable and start doing student like things. Then burst in and take points from them all. He paused briefly at what was now his desk, allowing himself to drink in the pleasure that would be completely screwing everyone over by constantly taking points from every single student. He really was going to have to watch himself; he could get drunk on the power of being a professor. Well, an imposter professor. He really should put robes on, he thought, looking down at his basic t-shirt and jeans attire. He shrugged off that moment of pause and set about setting up the classroom for the students that soon would be invading. --- He sat on his desk as the first few students started filtering in, he proceeded to ignore them, and his eyes remaining on what he was reading until the people stopped filtering in. Then, with a sigh, he put the book down and flicked his hand at the entrance to the room closing the door with a bang. “Welcome to Health and Healing.” He said, gripping the edge of his desk as he lent forwards slightly “I ‘am Professor Gastrell, for the really stupid members among your number I am the guy that’s teaching this class.” Standing up, he gestured to the tables that he had set up around the room “As you can see there is food and drink around the edge of the room for you. In this class you can drink, eat, put your feet on the table and even take off your ties.” “However, you piss me off and you won’t be passing. So, once everyone has collected what they want, settled back their seats then we’ll begin with a few rather boring things. Things such as your name, why you are taking this class and even, if you feel the desire too, an interesting thing about your life.” He looked around at the faces of the students “Sounds good? Good, disperse.” ((occ: Have your students get food then do the introductions bit, please J))
  12. Care of Magical Creatures Homework is to be posted here.
  13. Kiera wasn't feeling anxious at all. She was sitting in her classroom, staring at nothing in particular. Her sigil was still sitting on the corner of her desk, right where she had set it that morning. For luck, she'd told herself. Teaching was not something that was new for her, but nobody would have expected the mousy ex-Spencer student to actually become a teacher. Nobody would have expected much from her aside from being a librarian or something boring. She just wanted to share what she loved about runes with others. Maybe someone else would find the subject just as useful as she did. It was only a few minutes before the next bell rang. Her first class was soon. She carefully poured her tea into her glass and sat, wrapping her frigid hands around the warmth of the cup. Even with the Australian heat, she was cold. It wasn't a rare thing, either. No, she figured as she sipped the bitter liquid, it was something she had grown accustomed to. It didn't matter where in the world she wandered. She was always a little cold. There were tables in the classroom that faced her and the massive board behind her. As students started wandering in, she continued sipping her tea. It was liquid courage, she figured. Not that kind that made her blather on like an idiot, either. As more continued, she finally set her tea down and faced them. "Welcome, welcome. Please, seat yourselves." As she crossed to the front of the desk, she took up the small sigil and held it in her hands. For luck. Moments before the bell tolled, she gestured to the board behind her. It was the alphabet for their term and the first part of her first lecture. "All right, now that you're all here, my name is Kiera and I am here to broaden your mind to think outside the English language. I know it may be daft, but there are languages out there that have significant meanings in magic. I am here to teach at least one of these to you. Now, as you are all unfamiliar to me, I ask that you give me your name and also identify yourself with the first letter of your name with one of these letters behind me. My corresponding letter is Kenaz. Taken literally, it means a beacon or a torch. And now, it's your turn." f u t a r k Fehu (f) Uruz (u) Thurisaz (t) Ansuz (a) Raidho ( r ) Kenaz (k) g w h n i j Gebo (g) Wunjo (w) Hagalaz (h) Nauthiz (n) Isa (i) Jera (j) y p z s t b Eihwaz (ei/y) Perthro (p) Algiz (z) Sowilo (s) Tiwaz (t) Berkano ( b ) e m l n d o Ehwaz (e) Mannaz (m) Laguz (l) Ingwaz (n) Dagaz (d) Othala (o) ((click here if runes did not load for image)) .shell { width: 500px; margin: auto auto; } @font-face {font-family:'Elder Futhark'; src:url("http://www.neverwalk.com/font/RUNE.eot?") format("eot"),url("http://www.neverwalk.com/font/RUNE.woff") format("woff"),url("http://www.neverwalk.com/font/RUNE.ttf") format("truetype"),url("http://www.neverwalk.com/font/RUNE.svg#") format("svg");font-weight:800;font-style:normal;} .tg {border-collapse:collapse;border-spacing:0;} .tg td{font-family: 'Pontano Sans', sans-serif; font-size:16px;font-color:#00055a;padding:10px 10px;border-style:double;border-width:2px;overflow:hidden;word-break:normal; font-weight:800; text-align:center;} .tg th{font-family:'Elder Futhark'; font-size:20px;font-color:#00055a;padding:10px 10px;border-style:double;border-width:2px;overflow:hidden;word-break:normal;font-weight:800;} .tg .tg-yw4l{vertical-align:center;} .textme { font-family: font-family: 'News Cycle', sans-serif; font-size: 14px; color: #101044; line-height: 15px; text-align: justify; margin-top: 10px; }
  14. Manus Magica: Beginning Wandless Magic by Sylvestre Chevalier Introduction This text is built so that you can begin to understand the basics of how to perform magic without the Western instrument known as a "wand" or other tools used to hone and direct magic. We provide you with different skills, techniques, and theoretical information that help you get started in performing magic without the use of tools and instead with the use of your hands, an art that requires precision and practice, as the slightest mistake could cost you very much. The text will include features with real life examples, spells to be practiced in the classroom, theoretical information to help you comprehend what you must do, and helpful tips to help you to execute the proper methodology to cast a spell without any kind of tool. It is the goal of this text to help you begin the study of wandless magic with the basic tools that you will need so that moving forward you can begin to understand more complex concepts and become a more proficient user of wandless magic. Therefore, we will cover all of the aspects of wandless magic using spells that can help you to master them, including mental elements, gestures, direction, physical movement, and the combination of these elements. Some spells require only direction, willpower, and focus. Others are much more complicated. Here is where your journey there begins. Chapter 1: Mind and Spirit The mind and spirit are essential in all forms of magic and should be a matter that have been discussed in your previous studies. Performing magic without a wand is no exception to this. In fact, it is often the case that without magic one must have better handle on the mental and spiritual elements of spellcasting. In this chapter we will explore the connections between the mind, spirit, and magic that are made in order to perform magic without the implement of a magic-honing implement. In order to do this we will use the example of the Summoning Charm, a spell typically taught in mid-level charms courses with a wand that makes good use of mental an spiritual capacities. When casting the Summoning Charm, there are many elements of the spell that move beyond the spiritual and mental elements being discussed today, namely the gestures and movement and incantation. In the case of the Summoning Charm, as you may know from previous studies, the spell is cast using the incantation "Accio", the Latin for "I call" or "I summon." When using a wand, one is expected to swish their wand using their wrist in an arch from left to right to cast this spell. This is replicated in wandless magic by swishing one's index and middle finger using their wrist in the direction of the object being summoned. The ins and outs of these elements of wandless magic will be covered more in depth in other chapters by examining other spells. The first and most important element of casting any spell with or without a wand is willpower. Willpower is the means by which one places intention upon magical energy, guiding magic to give the proper effect. Without willpower a spell is likely to fizzle out and will not give the desired effect. In the case of the Summoning Charm, the way one enacts willpower is to truly desire the object they are summoning with their mind and spirit. It is also crucial to concentrate in the case of many spells. Concentration is required by some spells to maintain them over time and by others to ensure the spell is cast upon to the correct target. In the case of the Summoning Charm, one must concentrate clearly upon the object in mind while clearly visualizing it until it has arrived. This can be more difficult the longer the distance between the caster and the target, but according to British Minister for Magic, Hermione Granger, the spell is easily cast if someone has the proper amount of concentration and clarity in visualizing the object. Direction is a subject unique to magic without a wand, but built upon understandings of how to exert willpower with a wand in spellcasting. Directing magical energy is the process of extending magical energy from one's self to the target of one's spell. This process requires more energy and attention without some kind of tool to guide and refine ones magic. When casting a summoning spell without a wand, it is important to have a general idea of where the object is and how far it is, because one must exert their magical energy to the right location in order to summon the object. Without a wand or other tool with which to direct magic, it can be difficult to cast a spell for many because it takes a lot more exertion of the mind and spirit to engage in concentration, willpower, and direction. With practice this becomes easier, but for those new to the craft of wandless magic, balancing all three of these mental and spiritual elements can be exhausting and zap one of their energy.
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