Everyday Life of a Top Student at Hogwarts

Chapter 248 First Encounter with Elective Courses in the New Semester

Chapter 248 First Encounter with Elective Courses in the New Semester

On Thursday morning, a group of third-year students who had chosen to study ancient runes gathered for their first ancient runes class. The classroom was located at the end of a secluded corridor on the third floor of the castle, the air thick with the scent of aged parchment and dried herbs, so quiet that the sound of the wind whistling through the castle walls could be heard outside the window.

Professor Bassheda Bablin was a stern old witch, as if carved from granite, even more imposing than Professor McGonagall. Her hair was gray, meticulously tied in a tight bun at the back of her head, and she wore thick glasses; her lips were always pressed into a stern line. She spoke slowly and clearly, each syllable carrying an unquestionable authority.

"Ancient runes," she said, standing on the podium, her gaze sweeping across the silent students through her thick glasses, "are not, as some of you imagine, decorative symbols used to add lace to Christmas cards or predict next week's love fortune." Her tone was unmistakably sarcastic. "They are carriers of power, one of the cornerstones of magic. Every true rune contains a specific magical meaning and power. Incorrect writing or combination can lead to anything from magic becoming ineffective to—well, I believe your imaginations are quite rich enough."

She turned and tapped the blackboard with her wand, revealing three complex, angular symbols. "Today, we'll learn the three most basic symbols: Fehu, representing wealth, livestock, and primordial magic; Uruz, representing the strength, health, and vitality of the bison; and Thurisaz, representing the power of giants, conflict, protection, and breakthrough."

She explained in detail the stroke order of each symbol, the key points of magic infusion, and its various meanings in different contexts. The classroom atmosphere was extremely dry; Professor Bablin clearly did not consider "fun" a necessary component of teaching. She placed more emphasis on precision, memorization, and comprehension.

Karen diligently took notes. He had already mastered these fundamental concepts through self-study, even in greater depth, but he still listened intently. Professor Barblin's understanding of the nature of runic magic was very solid; although her explanations were dry, they eliminated many common misunderstandings and fancy embellishments, getting straight to the core. This was extremely helpful for him to improve his protective magic and alchemy. He didn't deliberately show off his knowledge; he simply gave accurate but not overly outrageous answers when the professor asked questions, earning Professor Barblin's nod of approval.

Ernesto sat next to Karen, listening intently. He showed a keen interest in this ancient, systematic, and powerful system of knowledge, taking more detailed notes than anyone else. "This is truly worthwhile knowledge," he whispered to Karen after the bell rang, carefully putting away his notes, his tone a stark contrast to the Defense Against the Dark Arts class. "Rigorous, orderly, and powerful. Much more valuable than some pretty-faced professor's smile."

Karen agreed: "Indeed. A tall tower can only be built on a solid foundation."

Friday afternoon was the end of arithmetic class. The atmosphere in the classroom was completely different. Professor Setima was a lively and enthusiastic witch with curly hair and bright, sparkling eyes, as if she might discover a hidden surprise in the numbers at any moment.

"Welcome to the world of arithmetic!" she said cheerfully, waving her wand and displaying a variety of ever-changing numbers and geometric shapes on the blackboard. "Many people find numbers boring, but to me, they are the most beautiful music in the universe, the key to revealing the patterns of destiny! Of course," she winked playfully, "this key requires the right interpretation, not just guesswork."

She began by introducing the basic magical meanings of the numbers 1 through 9 (life, opposition, harmony, stability, adventure, etc.).

(Responsibility, mystery, achievement, completion), and then several simple charts were shown, such as a life number matrix and a basic prophecy chart (similar to a nine-square grid). "Arithmetic divination doesn't accurately predict every detail of the future—that's what crystal balls and tea leaves try to fool you," Professor Victor said with a smile. "It's more about revealing trends, potential possibilities, and the energies and challenges you need to focus on in your own life path. It requires logic, but also intuition—a perfect collaboration between the left and right hemispheres!"

She asked each student to calculate their life path number (by adding their birth date and time sequentially until they got a single digit). The classroom immediately filled with the rustling of calculations and hushed discussions.

"I'm 5! Adventure and freedom!" a Ravenclaw girl exclaimed excitedly.

"I'm a 7—mysterious and introverted? Seems kind of accurate." A Hufflepuff boy scratched his head.

Karen calculated his score to be 4 (Stable, Pragmatic, Foundational). This indeed reflected his character's emphasis on foundations and planning. Ernesto calculated it to be 8 (Achievement, Power, Material), and he pursed his lips, seemingly dissatisfied with the result, finding it too "vulgar." Fabian calculated very carefully, and his score was 3 (Harmony,

(Creativity, expression), he looked at the results, lost in thought.

“A very interesting exercise in logic,” Karen commented to Fabian. “While I have reservations about the accuracy of its predictions, this way of thinking that connects numbers, graphics, and trends might be enlightening for understanding the energy flow of certain magic circles.” Fabian wholeheartedly agreed: “Yes, it’s a kind of pattern recognition and probability analysis, much more reliable than simply guessing. Professor Victor seems to have some understanding of Muggle mathematics as well; the probability theory foundation she just mentioned is very clear.”

Professor Victor walked around the classroom, enthusiastically answering the students' questions, creating a relaxed and pleasant atmosphere.

It was another sunny morning, and the third-year students gathered at the castle gate, ready for their first lesson on protecting magical creatures. Hagrid was already waiting there, wearing his enormous mole-skin coat, a mixture of anticipation and nervousness on his face. Beside him stood Professor Kettleburn, an elderly wizard with a cane, his body wrapped in bandages, but remarkably vigorous and with strikingly bright eyes. He only had one arm and one and a half legs, but he stood ramrod straight.

"Come on, come on, children!" Professor Kettleburn's voice boomed, carrying a seasoned wisdom that came with experience. "Today's weather is perfect for meeting some gentle little guys! Don't worry, even though I'm missing a few parts, I have enough experience to teach you how to handle them safely! Rupert is here to help me; he's a very kind and helpful guy!"

Hagrid scratched his head sheepishly and gave a sheepish smile.

The students followed the two professors to a small enclosure outside the castle. Wesley seemed particularly excited, constantly looking around: "What could it be? A troll? A bird-snake? Or—a chimera?" His eyes gleamed with anticipation.

However, when Professor Kettleburn pointed to the slow-moving, slimy, grayish-green giant caterpillars in several large boxes on the ground, Wesley's shoulders slumped instantly.

"Class, Flobber Caterpillars!" Professor Kettleburn introduced them with great enthusiasm, as if showcasing some rare treasure. "Don't let their unassuming appearance fool you; they are incredibly docile and absolutely safe model magical creatures! Perfect for the first lesson! Their food is lettuce leaves, and their only tasks are eating and sleeping. Their secretions even have some use in certain potions."

Hagrid nodded vigorously, adding, "Yes, yes! They're cute and very obedient!"

The students, especially those who were expecting something "cooler," couldn't hide their disappointment. The lesson was simple: each student was given a few lettuce leaves to feed the florper caterpillars, observe their slow feeding movements, and record the amount and characteristics of the mucus they secreted.

Karen squatted on the ground, looking at the caterpillar, about a foot long, lazily munching on a lettuce leaf, and felt a little helpless. This was indeed—too safe, too boring. He didn't even need to use any magical knowledge.

He could see the gleam in Hagrid's eyes, a longing to reveal more wondrous creatures, but he also understood Professor Kettleburn's consideration of starting with the safest content. However, this was indeed different from what he had expected; he had originally thought that someone like Professor Kettleburn would teach in the same style.

As Wesley mechanically handed out lettuce leaves, he muttered to Karen, "I thought I'd at least see a hippogriff, or if all else fails, a Bowtruckle—but all I get are these fat, gluttonous worms? They don't even make a sound!"

Karen shrugged. "Let's take it one step at a time. After all, not everyone can calmly face more dangerous magical creatures. Safety first." That being said, he also hoped that the later courses would expose students to a more diverse range of magical creatures. He noticed that Fabian was taking the lessons very seriously, even trying to analyze the possible potion uses of the slime, while most of the students, like Wesley, seemed listless.

The first lessons of the three elective courses left Karen with different impressions. The rigorous profundity of ancient runes, the interesting logic dominated by arithmetic, and the seemingly mundane start of protecting magical creatures. They added new dimensions to his third-year studies and temporarily distracted him from his diary and Lockhart.

However, when he once again entered the inner workshop of the Eagle's Nest alone on Saturday afternoon, opened the lead box, and faced the still silent black diary, the feeling of reality became clear and cold once more. Knowledge acquired in the classroom was accumulation, power. But here, a silent war was being waged, requiring immense patience and caution. He picked up his quill, dipped it in ink, and continued his daily writing. It was only the first week; he wasn't in a hurry. He had ample time to wait for that cunning diary to decide the time was ripe and unleash its first, seemingly friendly, yet venomous, tongue.

>