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  1. 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?”
  2. 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.)
  3. 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."
  4. 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....
  5. Another wonderful day of class, of course, he used 'Wonderful' in a different meaning and not at all sarcastically. It had been during the semester where he focused on the Element of Fire, which had always been a blaze and blast for him. It had only been added on to the fact that he had been able to not only share that enthusiasm with his students but also to really see how they would handle something that always had the potential to backfire in the worse of ways. While it had been something that he should have concerned himself with like some kind of old biddy, he found that students had been able to manage and assist one another which meant that accidents and occurrences had actually been much less than projected last year. This year had bolstered the same chances or that had been what his hope was considering the various new faces and even some old ones that he'd most likely be dealing with. Derrick still chose to keep textbooks out of the classroom, leaving those as more study material to gain a firmer grasp on an academical level rather than a practical level. Class had been the area where everyone could practice the applications and be okay to make those mistakes, to mess up and cause the kind of hiccups that would occur and know that there would be others around to not only manage it but mitigate the potential damage that would occur otherwise. Due to the hotter weather outside he decided to hold the class on the inside with several wards traced around the room that would act as an air conditioning for the room. He had been sitting on the top of a desk and both hands pressed against the surface of it while he leaned in a casual form. As the first student crossed the threshold his lips parted to speak. "Hey there class and good morning! You know the drill, drop your bags and stuff on the hooks in the back and take only your wand and maybe a bottle of water or two. Oh, and your hats. We may actually need to go outside for this little demonstration of the day. Don't worry, good ole Professor Sparky has an idea to keep you all warm and the mean sun out of your face and from burning you to little cinders." He leaned forward with both of his arms not resting on the edge of his thighs and a smile that seemed to grow wider by the second. "Today, we'll be going through a few series of practical uses for fire. Depending on how far I really want to go with it will depend if we have to step outside in that scorch. But I don't actually see that happening. I guess you can consider this phase more of a kind of: 'Survival's Guide of Fire - Things you may end up needing to use it for.' Mostly the kind of things that most Wizard's may encounter if they still have that drive for journey, adventure, and exploration." His hand rose up as if to halt any potential protests even if no one would actually raise any form of objection or snarky response. "Now, I know what some of you may end up thinking! 'But, Sparky! I don't like to explore stuff! It sounds dirty or messy!' In which I say, 'You never know what life will throw at you. Always be prepared!'." It still had been the early stages of the School Year and he wasn't sure everyone held names of their classmates in their heads just yet. "Now, for the last time for this week, Let's go down the line and just say our name and. . . Hm. . . Ah, what made you snag Elemental Magic as a course! If it was just to 'Fill a slot'? Be honest, I won't get mad."
  6. 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.”
  7. 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.
  8. 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))
  9. Care of Magical Creatures Homework is to be posted here.
  10. The tall man hummed under his breath, having stripped down to his undershirt and pants. It was hot as balls, and he still wasn't used to Australia's heat. How did anyone put up with it? Besides, he had quite some time before students were supposed to show up; he'd gotten started long before he had any classes. Considering that only six or so students had signed up for his class, he'd decided to combine them. After all, it wouldn't make sense to have classes with just one or two students. Besides, it would be easier to have everyone in one class. He'd spend the previous night writing out a quiz; it wasn't anything hard, just basic questions about the subject, as well as 'get-to-know-you' questions. He didn't want to teach what the students already knew, but he also wasn't entirely sure what they knew, as it was his first year teaching. It was an unfairly hot day, so he was going around and setting up an area so the students wouldn't have heat stroke. He'd gotten permission from the Headmaster to hold the class in an unused hut, and had spent most of the day cleaning it out, and making sure the desks were functional. He'd applied several cooling charms to protect the students, as it was still really hot. The alarm he'd set went off, saying that the students would be along soon, so he tugged back on his uniform, making sure it was not wrinkled or messy. (Alic Eron)
  11. 6/02/18 It was a hot afternoon, even in the relative shade of the eucalyptus trees of the central gardens. A number of fold out tables had been set up in the shade, complete with chairs and baskets of equipment. Closest to the tree was a wood bench covered with a patchwork quilt and strewn with chalk and odd herbs. Scented pouches hung from the branches of the trees, charmed to give off a cool breeze as they dangled so that the air surrounding the tables was a good ten degrees colder than it should have been. Rue paced around the circumference of the gardens, speaking quietly to the empty air and making odd gestures each time she paused. A flash of green lit from under her feet and she smiled, satisfied. The wards were set, none of the Neighbours would be able to enter should they come looking for her. ‘… and in her right hand, a silver dagger~’ She hummed to herself as she looked over the equipment once more. The roll - check. The subjects - check. Potion - check. Gloves - check. First aid kit - check. ‘She says that I, can’t be your bride~’ All that she needed now were her students. Rue looked at her watch, ten minutes until class time. Oh she did hope she wouldn’t have to give anyone detention on her first day…
  12. Mary dropped Frank the Keychain on her desk to get everyone’s attention. Uncharacteristically, Frank didn’t make a peep. “Okay guys, is everyone here?” Mary pulled her hair away from her face as she checked for the usual faces, “Because you’ll be happy you are.“ A smug little smile pulled on her lips as she made the silly pun, and she had to bite down for a moment so she wouldn’t laugh. “We’re actually doing a great one today, especially if you any of you are stressed out with the end of the term workload. so today we’re gonna learn cheering charms. One cheering charm - a very simple one - but I brought a complete book on them -“ Mary tapped the book on her desk, “In case you guys become fans. You know how it works, just ask and come pick it up if you want to have a look.” Her hand searched for Frank on the desk as she sent an encouraging smile around, and once her forefinger was safely wrapped in the keychain ribbon she picked Frank up and showed it to the class. Frank was a very unhappy shrunken head that day, and the only reason it wasn’t more apparent was because Mary had carefully shut his mouth closed with spello-tape. “You can try the spell on the person next to you, but what I really want us to do today is to try it on Frank here. You know how properly moody he is, so it should be a nice challenge to try and make him cheerful, right?” “So,” Mary waved her wand towards the chalkboard with the other hand, and the word contentos was slowly written behind her. It was a nice trick she had learned before coming to teach at Tallygarunga, and pretty much the only bit of nonverbal magic she could do. “You have the spell there, and I’m sure you want to try it. But before you pair up and I start passing dear Frank here around, I want to know -” her eyes landed randomly on a student and she asked, “What do you think this spell does? How do you feel about it?”
  13. Tally Staff Player: Mousie ☆ She/Her Posts: 85 Played by: Eva Green Quicklinks PROFILEPLOTTINGThread TrackerContact Offline Adele was late. Of course she was. Students had already found their way into the classroom, the good ones sitting nicely in the front. Others lounged at the back of the room, feet on desks. With a brisk wave of her wand and an irritable frown, Adele pushed those feet back to the floor. "Alright. I know I'm not your usual professor." Adele sat herself on the desk, facing the class. "I hope none of you heard there would be a sub and got yourselves all excited to bludge." She crossed her legs, looking out at the students with a cool smile. This was a nightmare for some of them, she knew. Some of these kids had outstanding library fines, and others had been blasted for mistreating books. Maybe subbing this class wasn't going to be the worst thing in the world. "Today we're going to go through some more recent history. Namely, the events that brought about the Sentient Species Act, and the impact that had on Australian wizarding culture." Lazily, Adele waved her wand at the blackboard behind her. Chalk rose from the ledge, beginning to illustrate two house elves: one clearly in slavery, the other free. "The relevant pages in your book are 39-42. Have a read through, and while you do, think about the following." Adele pointed back to the blackboard where the following questions were being written up: "When you've got your answers, hands up and share with the class." Adele added. "Ten points if you're not completely wrong. Twenty if I can tell you've got a brain." With an eagle eye over the class, Adele put her wand down. It was time for a beverage, she felt. All she had was water, but she'd found a martini glass---so at least it looked fancy. She poured it as she waited for the students to kick their brains into gear. This wasn't so bad... [OOC: To respond, just have your student put their hand up and assume Adele called on them, and then have them share their answer with the class. Students only need to answer one question, and questions don't need to be answered in order---pick one that would interest the student. And remember---the answers should be in line with your character's academic ability! Have fun!]
  14. 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; }
  15. First day of class, here it was. It was everything that Cal had worked and crossed the world for, so naturally he was prepared for it. Class was ready to start when he entered the room, handing papers to each row to be passed out to all of the students. "Welcome everyone to Muggle Studies. My name is Caldwell Hughes but you can call me Professor or Professor Hughes" he waved his wand so that his name appeared on the board, leaning against the front of his desk and folding his arms as he took everyone in. "Alright, I know that the first day can be a little weird, so I'm just going to get right to it. On your desk is a form that I want you all to fill out and hand in to me, and please answer honestly. I need to grasp what it is that everyone already knows" Cal said to his students, feeling even more so that his British accent stood out. He was almost annoyed with himself for not blending in, though that would be boring wouldn't it? Blending in. "As soon as you are finished you may leave, and don't forget your names!" His arms raised up in an effort to tell them to begin and he sat down, ready to ask possible questions to clarify when the students handed the form in.
  16. The start of the new term often left Anthony Feeling a bit hopeful and excited, he was always interested in seeing why they wanted to take the class, or what they planned on doing once they left. The text was simple. He anted this year to be straight forward and easy for them to make sense of when they were reading. Just enough information to spark a discussion. That would be the bulk of the classwork this year, the discussion. It was about how the law was carried out and part of that is discussing the law. There was theory and ethics and it could absolutely messy- but absolutely thrilling to talk about. He had always enjoyed the lively discussion in the bullpen. It was also how he had gotten into the cult tracking. He had enjoyed the discussions a figuring out he way to break a part the cells that popped up. It was amazing. Tracking was something he had loved, the thrill of the hunt. He smoothed the front of his robes as he walked into the class room. ”Good morning everyone.” Anthony was always cheerful. He walked to where his desk was and he smiled. ”I am Professor Wolfe, as in Big bad.” The joke was one he liked to tell often, his daughter thought it was a horrible joke. ”Welcome to Magical Law and Government. For those of you who don’t know, before teaching I had a career as an Auror that specialized in the make up and tracking of dangerous cults.” He had plenty of scars for his trouble too. ”I figure I will let you all introduce yourself. Tell me your name, year and what you hope to gain from this class.” He liked to know their expectations it was just as important as knowing what his were. (Anthony)
  17. Next to the door of the Wandless Magic Classroom you find a table with three bins for assignments. Each of them has a folder for student with their name on it and their assignments to be returned along with instructions for any upcoming assignments. This is also where you turn in assignments before they are due. Someone told you they submitted an assignment late once and it turned red and was not graded, something the professor neither confirms nor denies. Thanks to some very complicated charms, students must press their hand to their folder in order to be able to open it. So, you find your folder in the bin labeled "Year 7" and place your hand on it to see what is inside. The first time you open your folder you find the following sheet inside, with questions you are expected to answer to help you with your first lecture which should be taking place on the 9th of February: Implications of Magical Energy and Magical Conduits in Magic and Magical Culture Address the following scenarios given information available in Magical Theory and the Tallygarunga Library. 1. What are the implications of living in a society that denies wands to certain species of magical beings and expects them of others? What role does this play in studies of Wandless Magic? 2. Explain the loss of magical energy involved in the process of wielding magic as a human or part human. How does this affect the the use of magic without a magical conduit? 3. There are cultures that are known for relying much less on magical conduits than Western cultures. Please look into a school called Uagadou known for its curriculum using much less magical conduits and report your findings on what kinds of magic they learn and more about the use of wandless magic in their culture.
  18. Next to the door of the Wandless Magic Classroom you find a table with three bins for assignments. Each of them has a folder for student with their name on it and their assignments to be returned along with instructions for any upcoming assignments. This is also where you turn in assignments before they are due. Someone told you they submitted an assignment late once and it turned red and was not graded, something the professor neither confirms nor denies. Thanks to some very complicated charms, students must press their hand to their folder in order to be able to open it. So, you find your folder in the bin labeled "Year 6" and place your hand on it to see what is inside. The first time you open your folder you find the following sheet inside, with questions you are expected to answer to help you with your first lecture which should be taking place on the 9th of February: Mental and Spiritual Elements of Wandless Magic Please take a spell that you have learned in another course and explain the requirements it has with wand for willpower, concentration, and direction. It is expected that you will reference any texts or resources used and correctly name and mark quotations as necessary.
  19. CONTENTS Introduction Instructor Prerequisites and Complements Assigned Texts Further Reading INTRODUCTION Congratulations on choosing to study the noble art of Healing. Although one of the most ancient of magics, Healing is also one of the most changing, with new discoveries and influences working alongside the ancient spells and potions that have been its backbone.If you are looking to become a Healer or any other magimedical profession, this course will give you an advantage going forward with your post-secondary education. But even if you have no plans to do so, this course will give you important skills that even if rarely used may prove important to the health, safety, and even lives of you and those around you. INSTRUCTOR It is my pleasure to introduce myself as one of several newcomers to the Tallgarunga faculty in 2018. I am Gawain Llewellyn, and you may use the titles of Professor, Healer, or even Doctor when addressing me.My secondary education was at Hogwarts School of Witchcraft and Wizardry as a Hufflepuff. After that I apprenticed at St Mungo's Hospital for Magical Maladies and Injuries and, from my second year at St Mungo's concurrently earned my MBBCh (Bachelor of Medicine, Bachelor of Surgery) from the University of Cardiff.Since then I have worked in both magical and Muggle medical fields in various locales around the world, from large hospitals to small clinics, and several missions with the Muggle organisation Doctors Without Borders. I will be bringing to this class the skills and experience gained from such environments and their unique needs. PREREQUISITES AND COMPLEMENTS Officially there are no prerequisites to take on Healing as a subject, however it is highly, highly recommended that you also be taking Charms, Defense Against The Dark Arts, Herbology, Potions, and Transfiguration, as due to the multi-disciplinary nature of Healing we will be working with and building on the skills you learn in those subjects. Furthermore, we will be referring to the standard texts for those subjects as well as more specialised ones so do ensure you either have your own copies or access to them.If you are looking to become a Healer, you will need Exceeds Expectations or higher on the following subjects: Charms, Defense Against The Dark Arts, Herbology, Potions, and Transfiguration. (As Healing is not offered by all schools this is not a requirement, although your grades in this course will be noted by future educators).These subjects may prove complementary depending on aspects of Healing that prove interesting to you, but are not required for tertiary study: History of Magic, Muggle Studies, Magical Law & Government, Magical Theory, Wandless Magic. ASSIGNED TEXTS In addition to the year-relevant texts assigned by the teachers of Charms, Defense Against The Dark Arts, Herbology, Potions, and Transfiguration, we will be referring to the following texts.Third Year: The Magic Inside You: An Introduction To Your Body by Esmond Shriver A History of Healing by Audra Baumann This Book May Save Your Life: First Aid for Students by Nergis McGowan Fourth Year: The Magic Inside You: An Introduction To Your Body by Esmond Shriver A History of Healing by Audra Baumann This Book May Save Your Life: First Aid for Students by Nergis McGowan Fifth Year: An Introduction to Magimedical Ethics by Euadne Deniaud Healing Potions and Draughts by Ljuba Okede Healing At Home With Herbs by Phyllida Spore Sixth Year: The Healer's Helpmate compiled by H. Pollingtonious Healing Potions and Draughts by Ljuba Okede Human and Part-Human Anatomy for Students by Henriette Koenig Seventh Year: The Healer's Helpmate compiled by H. Pollingtonious Healing Potions and Draughts by Ljuba Okede Human and Part-Human Anatomy for Students by Henriette Koenig FURTHER READING Magical and Muggle Medicine: A Wider Perspective edited by Ife Anagonye and Gawain LLewellyn Stitches and Witches: Advances In Magical Healing Through Muggle Methods by Aldina Campana
  20. Next to the door of the Wandless Magic Classroom you find a table with three bins for assignments. Each of them has a folder for student with their name on it and their assignments to be returned along with instructions for any upcoming assignments. This is also where you turn in assignments before they are due. Someone told you they submitted an assignment late once and it turned red and was not graded, something the professor neither confirms nor denies. Thanks to some very complicated charms, students must press their hand to their folder in order to be able to open it. So, you find your folder in the bin labeled "Year 5" and place your hand on it to see what is inside. The first time you open your folder you find the following sheet inside, with questions you are expected to answer to help you with your first lecture which should be taking place on the 9th of February: Mental and Spiritual Elements of Wandless Magic Please answer the following questions in complete sentences using your own words. Answers directly copied from the book will be marked as incorrect. 1. Please give an example of a "magical-honing implement" or magical conduit. 2. What is willpower and why is it important to casting spells with or without a magical conduit? 3. What is concentration and why is it important to casting spells with or without a magical conduit? 4. What is direction and why is it important to casting spells with or without a magical conduit? 5. How do mental and spiritual elements of performing magic without a magical conduit differ from doing them with a magical conduit?
  21. A packet of papers arrived under your door on the weekend before courses began. The thick stationary had the official Tallygarunga letterhead on it and Prof. Kasey Wilmington, Professor of Wandless Magic along with the following contents: Engaging in the Classroom Together Thank you for signing up for Wandless Magic this term. It is indeed my pleasure to have the honor of working with some of the best and the brightest students at Tallygarunga this term. You have your work cut out for you in such a challenging course, which is only offered from Fifth Year onward with good reason. However, it is my desire that by building a challenging environment that is welcoming, safe, and promotes bravery, we can all grow together and further our understanding of the art of performing magic without tools. The foundation of a learning environment that promotes growth is one that makes people feel comfortable in themselves, safe as they are, and challenges people to step out of their comfort zones and stretch themselves. As such, it is important for us to establish boundaries within the classroom. This begins with mutual respect. As such, it is important for me to introduce myself. I am Professor Kasey Wilmington. I graduated from Victoria Magical University in 2017 with a in Bachelor's in Magical Education with Honors and Specializations in Practical Magic and Magical Arts & Social Wizardry. I have a lovely Kneasel named Nimbus who I care for deeply. I am of mixed ancestry, having African, European, and Asian ancestors. I identify as genderqueer and genderfluid. I use the pronouns they, them, their, theirs, and themself. You may use these pronouns to refer to me and you may refer to me as Professor Wilmington when speaking about me and Kasey when speaking to me. I will respect your identities and background as whole people in the classroom and expect that you will do so for both your peers and myself. Any form of disrespect must be resolved and will not be left undisciplined in my classroom or in my presence. Part of building a safe environment also means that we have room to be brave and make mistakes. As such, no one will be disrespected or mistreated for their mistakes, but will be expected to correct them and work to repair the breach to the environment which we have created through reconciliation. It is more important that we seek to do work that is good and take risks than avoid making mistakes. Therefore we must agree to take risks and respect that we all take risks here and no one deserves to be ridiculed for that. All students, faculty, and guests in our classroom are welcome. They are to be treated with respect and dignity, and worth as human beings. Anyone who breaches this will be expected to repair this through reconciliation or will be removed from the classroom for the safety of ourselves and our learning environment. Wandless Magic is a difficult art to master. It can be tricky and at times dangerous. Therefore it is important that we follow all safety instructions. All safety instructions will be given in the lesson, in the reading, and in excess. If you disregard the safety of others in the activities we partake in within this course, you will be removed from the lesson and receive no points for participating and may be expected to reconcile the matter with the class before being permitted to participate in any activities again. This is for our safety and will be taken seriously. These expectations and guidelines may be changed at the discretion of the professor as needed. Year 5 Syllabus In this course you will be learning the basics of Wandless Magic and will complete lessons and assignments that help you to become practitioners in the art of using magic without a tool for channeling your magic. This will be difficult and take much time studying theory, practicing skills, and forming inquiry about how the two meet. It is my goal that by the end of this term of study you will be able to understand the basic theory behind wandless magic, you will be able to perform at least three spells without the use of a wand, and that you will be able to explain how you were able to achieve these spells. As this course requires knowledge of certain spells and kinds of magic, it is highly suggested that you have taken and continue to take at least two of the following courses to supplement your work: Charms, Defense Against the Dark Arts, Magical Theory, and Transfiguration. It would be ideal if you could take all four, but I do not close the course to those who do not follow these suggestions. It would just enhance your abilities and make the course more accessible. Academic dishonesty does not enable students to succeed in the classroom, as it prevents students from truly being able to grow and dishonors that tradition of academia and the environment of trust and respect created in the classroom. As such, academic dishonesty and misconduct such as but not limited to, falsification of work, plagiarism, and the use of unauthorized assistance will not be tolerated in the classroom and will result in a mark of Troll for the term. In this term we will have one lecture and two practical lessons for fifth and sixth year students together. It is expected that each fifth year student attend these lessons and participate. You will receive five house points for correctly answered questions, ten house points for insightful questions that help others gain knowledge in the area of study, and fifteen house points for succeeding in achieving a spell. Breaching of the established guidelines for engaging in the classroom together will result in an appropriate deduction of points based on the offense. All students will be expected to complete homework assignments based on the assigned texts and reflecting upon completed lectures and practical lessons. This term there will be four homework assignments given to fifth year students. The first three will be questions in preparation for the lessons and lectures this term to be submitted to Professor Wilmington by the date stated on the assignment. The final assignment will be an assessment of the term in which the student will demonstrate their understanding of how the theoretical and practical elements of what they have learned work together. Grade: 40 grade points: Lectures and Lessons 30 grade points: Question Based Homework 30 grade points: Assessment of Term Marks: 90+/100 grade points: Outstanding 80-89/100 grade points: Exceeds Expectations 70-79/100 grade points: Acceptable 60-69/100 grade points: Poor 50-59/100 grade points: Dreadful <50/100 grade points: Troll If you have further questions, please contact the professor as needed. Year 6 Syllabus In this course you will be building upon the basics of Wandless Magic and will complete lessons and assignments that help you to become more seasoned practitioners in the art of using magic without a tool for channeling your magic. This will be difficult and take much time studying theory, practicing skills, and forming inquiry about how the two meet. It is my goal that by the end of this term of study you will be able to understand more advanced concepts in theory behind wandless magic, you will be able to perform at least five additional spells without the use of a wand, and that you will be able to explain how you were able to achieve these spells. As this course requires knowledge of certain spells and kinds of magic, it is highly suggested that you have taken and continue to take at least two of the following courses to supplement your work: Charms, Defense Against the Dark Arts, Magical Theory, and Transfiguration. It would be ideal if you could take all four, but I do not close the course to those who do not follow these suggestions. It would just enhance your abilities and make the course more accessible. Academic dishonesty does not enable students to succeed in the classroom, as it prevents students from truly being able to grow and dishonors that tradition of academia and the environment of trust and respect created in the classroom. As such, academic dishonesty and misconduct such as but not limited to, falsification of work, plagiarism, and the use of unauthorized assistance will not be tolerated in the classroom and will result in a mark of Troll for the term. In this term we will have one lecture and two practical lessons for fifth and sixth year students together. Sixth years will also attend an additional lecture without the fifth years to learn more advanced theoretical concepts. It is expected that each sixth year student attend these lessons and participate. You will receive five house points for correctly answered questions, ten house points for insightful questions that help others gain knowledge in the area of study, and fifteen house points for succeeding in achieving a spell. Breaching of the established guidelines for engaging in the classroom together will result in an appropriate deduction of points based on the offense. All students will be expected to complete homework assignments based on the assigned texts and reflecting upon completed lectures and practical lessons. This term there will be five homework assignments given to sixth year students. The next first three will be questions in preparation for the lessons and lectures this term to be submitted to Professor Wilmington by the date stated on the assignment. The next assignment will be a report applying one's theoretical knowledge based off of additional reading assignments given to sixth years to the application of a spell worked on in the sixth year only lecture. The final assignment will be an assessment of the term in which the student will demonstrate their understanding of how the theoretical and practical elements of what they have learned work together. Grade: 20 grade points: Lectures and Lessons 20 grade points: Question Based Homework 30 grade points: Theoretical Application Report 30 grade points: Assessment of Term Marks: 90+/100 grade points: Outstanding 80-89/100 grade points: Exceeds Expectations 70-79/100 grade points: Acceptable 60-69/100 grade points: Poor 50-59/100 grade points: Dreadful <50/100 grade points: Troll If you have further questions, please contact the professor as needed. Year 7 Syllabus In this course you will be begin an introduction to more complex topics in Wandless Magic and will complete lessons and assignments that could potentially help you enter programs of advanced study in the art of using magic without a tool for channeling your magic or help you to apply wandless magic to your careers and everyday life. This will be difficult and take much time studying theory, practicing skills, and forming inquiry about how the two meet. It is my goal that by the end of this term of study you will be able to understand some of the complexities of the theory behind wandless magic, you will be able to perform at least fifteen additional spells without the use of a wand, and that you will be able to explain how you were able to achieve these spells. As this course requires knowledge of certain spells and kinds of magic, it is highly suggested that you have taken and continue to take at least two of the following courses to supplement your work: Charms, Defense Against the Dark Arts, Magical Theory, and Transfiguration. It would be ideal if you could take all four, but I do not close the course to those who do not follow these suggestions. It would just enhance your abilities and make the course more accessible. Academic dishonesty does not enable students to succeed in the classroom, as it prevents students from truly being able to grow and dishonors that tradition of academia and the environment of trust and respect created in the classroom. As such, academic dishonesty and misconduct such as but not limited to, falsification of work, plagiarism, and the use of unauthorized assistance will not be tolerated in the classroom and will result in a mark of Troll for the term. In this term we will have three lectures and three practicums. All seventh year students will be expected to attend all lectures and practicums. You will receive five house points for correctly answered questions, ten house points for insightful questions that help others gain knowledge in the area of study, and fifteen house points for succeeding in achieving a spell. Breaching of the established guidelines for engaging in the classroom together will result in an appropriate deduction of points based on the offense. All students will be expected to complete homework assignments based on the assigned texts and reflecting upon completed lectures and practical lessons. This term there will be seven homework assignments given to seventh year students. The first six will be questions in preparation for the lessons and lectures this term to be submitted to Professor Wilmington by the date stated on the assignment. The final assignment will be a research assignment in which you apply the theories you are studying in this course to the application of a spell you are learning in another course that we have not yet worked on. Grade: 40 grade points: Lectures and Lessons 20 grade points: Question Based Homework 40 grade points: Assessment of Term Marks: 90+/100 grade points: Outstanding 80-89/100 grade points: Exceeds Expectations 70-79/100 grade points: Acceptable 60-69/100 grade points: Poor 50-59/100 grade points: Dreadful <50/100 grade points: Troll If you have further questions, please contact the professor as needed.
  22. Beyond Wands: Advanced Wandless Magic by Agatha Spellman Preface It is with great joy that I introduce this text to the wizarding world so that students and teachers can benefit from the study of advanced magic without the amplification of tools such as wands and their cultural counterparts around the world. As a long term educator, I understand the importance of such texts in giving students the information needed to truly comprehend how magic we believe works and how to implement it based on the findings of various magical theorists and practitioners in the field. I'd like to begin by thanking those who came before me in the work of educating students in the study of wandless magic and those who have helped me along the way. Were it not for these individuals, I would not be capable of producing such a text. In particular I'd like to thank my professors, Profs. Adelaide Johnson and Hellen Marquise and Drs. Janet Thompson, Yacob Nimbus, and Slyvestre Chevalier. Their expertise and in this field and instruction helped me to gain the knowledge I have to share in this text. I'd also like to thank Dr. Chevalier, Miss Mercy King, and my publicist Carter for their indispensable contributions to the production of this text. Lastly, I'd like to thank my family, Mary Ann, Cyrille, and Jacinda, you made this project all the worthwhile and put up with me while I spent hours working through this text. Thank you. In this text you will find information on theoretical and practical understandings of wandless magic. In the first few chapters, we challenge your understanding of wandless magic by complexifying your understanding of how wandless magic works. As the text progresses, it incorporates more difficult magic that you can practice in order to further your understanding of the complexities of wandless magic. Throughout the text there are helpful hints to make your studies stick better and there is helpful information relating the theoretical to the practical and the practical to the theoretical, for such a dichotomy is limited and good pedagogy takes advantage of both in order to form a breadth of knowledge. It is my dearest hope that this text if helpful to you in your journey, for I dedicate this book to those of you reading, educator and student. It is for your sake that I wrote it, after all. Chapter 1: Magical Energy and Wandless Magic Inherent to one's ability to use magic, magical humans and beings have tapped into a well of magic that is at the source of their being. This is how one is able to cast charms; transfigure objects, fauna, and flora; brew potions, duel, hex, and jinx. This tap into the magical energy that surrounds us all at the core of a magical human or being allows them to use it to benefit their lives. With time, humans discovered that the use of conduits to hone their magic and direct it allowed them to have better control of the release of their magical energy. This discovery prompted fear in witches and wizards who had prejudice against magical beings different from themselves who had much more clarity in performing magic without such conduits. Therefore, use of wands by beings was forbidden, causing many of the prejudices and contentions between magical humans and beings today, particularly the conflict between goblins and "wand bearers." Yet, the most ancient of magic has been done without making use of conduits that refine and concentrate magical energy. This, of course comes with its complications and therefore, the study of wandless magic has become a very rigorous practical and theoretical magic to practice for magical humans and part-humans in western societies. Magical energy is difficult to hone without a conduit in humans and part-humans because the way that our bodies process magical energy is not very efficient. This is not to say that magical conduits cannot be useful to beings that could also use such conduits to make more refined, concentrated, and target magic, but that human bodies are prone to losing energy in the processes they enact. As is often studied in muggle sciences, chemical reactions often give off byproducts such as heat and soot. These kinds of byproducts are produced by the use magical energy, particularly in higher amounts in humans and part-humans. This is because many humans are born without magic and human bodies have to take extra effort to process magic. These losses to the bodily functions of procuring and using magical energy and the losses produced when magic exits the body in order to reach its target or procure the desired effect, mean that without a conduit, magic is much more strenuous to produce in humans and part humans. Various cultures have made use of tools to refine, concentrate, and target magic including stones, totems, wands, and other magical implements in order to resolve this issue. Yet, these implements can be limiting. Wands for example, are quite finicky and tend to have minds of their own sometimes even turning on those who use them or like most other magical implements, can be taken away, magically separated from their owner with spells like the disarming charm, or break. For this reason, it is important to examine magic beyond the implements of wands and other magical conduits. In order to effectively practice magic without a conduit, one must be aware of this problem, for bodies are wonderful implements through which we can overcome many obstacles, but can also be limiting. When taking this into account, one can see the importance of practice magic without a conduit for the purposes of refining one's skills to use magic as efficiently as possible, making sure to perfect their techniques as much as possible, and to connect further to roots of ancient magic that bring all magical beings together. If one puts forward the effort to be able to hone, refine, and direct their magic themselves, they can become stronger magic practitioners, build bridges between different magical communities, and promote their own growth as individuals.
  23. 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.
  24. History of Magic Lesson One, Term One 2018 Topic: The Sock Rebellion Reading: House Elves & The Sentient Species Act Assessment: In class. Participate, answer at least one question. Demonstrate some understanding of the impact the Sentient Species Act had on house elves, and the wider non-human population. Don't annoy the librarian.
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