Ancient Runes
The study of Ancient Runes gives us a glimpse into the past, while helping us understand how runic writing can be applicable to the present day. Professor Hawthorne helps navigate students along this path, combining the theoretical with engaging practical activities, ones allowing Hogwartians to put their learning to good use. If you’ve never considered this elective as an option for you, you might change your mind when you see some of the magic that happened this term.
On a wintery morning at the start of December, students found themselves trekking through the cold to the cozy barn where they came face-to-face with winged horses of all kinds and Professor Hawthorne, looking quite comfortable despite the snowy day. What exactly did ancient runes and creatures have in common, you ask? The students were quick to find a connection, focusing on the Elder Futhark alphabet, and their knowledge of the rune Ehwaz. Ehwaz, while being the rune of the horse, also represents travel and movement, as well as forming bonds. Whether the bond is creature-to-creature, human-to-human, or human-to-creature, it’d be hard to deny the importance of a strong, trusting relationship when working together towards a common goal. For this lesson in particular, the students would be forming bonds with the winged horses using the help of pendants on which they needed to carve and invoke the very rune they were discussing. Once the runes were glowing and the positivity was flowing, the students used this bond to ride the horses and collect trees which would be used decoratively for the upcoming holidays. Not even the weather could put a damper on this activity and as class came to a close, students were feeling quite connected and perhaps, a bit more in the holiday spirit.
A much warmer day in April brought Hogwarts students back out onto the grounds with their dragon hide gloves, this time under a beautiful blue sky. A box full of seeds and a cheerful looking professor greeted the group and while each student picked a seed from the bunch, they might be wondering just what they’d be getting up to today. Turns out, Ancient Runes was to be connected to yet another subject the students were quite familiar with-Herbology. Planting trees would be their main focus, but what exactly did that have to do with Runology? Well, Yggdrasil, the World Tree, is said to have branches that stretch up and out, connecting our world with other worlds. Trees also provide wood on which to carve runes, create galdrs, and wands. They also serve as homes for magical and mundane creatures alike. Trees, having been around for ages, linked to the study of ancient runes in many more ways than one discussion could map out, that was for sure. With the use of the runes Berkana, Inguz, and Jera, the students would aid their trees magically to ensure they get a good head start on their growth. First seeds were planted, then the runes were carved into a bind rune and activated, and then Herbivicus was casted, allowing the trees to grow. The task proved a bit trying for some, like Miss Zoryn Spinnet who nearly got whomped by the willow, or Miss Skylar Diggory and co, who proved good targets for a bunch of pixies. Luckily, though, many completed the task unscathed and the class learned once again, the Ancient Runes could apply to many areas of study, striking everyone’s fancy.
On a wintery morning at the start of December, students found themselves trekking through the cold to the cozy barn where they came face-to-face with winged horses of all kinds and Professor Hawthorne, looking quite comfortable despite the snowy day. What exactly did ancient runes and creatures have in common, you ask? The students were quick to find a connection, focusing on the Elder Futhark alphabet, and their knowledge of the rune Ehwaz. Ehwaz, while being the rune of the horse, also represents travel and movement, as well as forming bonds. Whether the bond is creature-to-creature, human-to-human, or human-to-creature, it’d be hard to deny the importance of a strong, trusting relationship when working together towards a common goal. For this lesson in particular, the students would be forming bonds with the winged horses using the help of pendants on which they needed to carve and invoke the very rune they were discussing. Once the runes were glowing and the positivity was flowing, the students used this bond to ride the horses and collect trees which would be used decoratively for the upcoming holidays. Not even the weather could put a damper on this activity and as class came to a close, students were feeling quite connected and perhaps, a bit more in the holiday spirit.
A much warmer day in April brought Hogwarts students back out onto the grounds with their dragon hide gloves, this time under a beautiful blue sky. A box full of seeds and a cheerful looking professor greeted the group and while each student picked a seed from the bunch, they might be wondering just what they’d be getting up to today. Turns out, Ancient Runes was to be connected to yet another subject the students were quite familiar with-Herbology. Planting trees would be their main focus, but what exactly did that have to do with Runology? Well, Yggdrasil, the World Tree, is said to have branches that stretch up and out, connecting our world with other worlds. Trees also provide wood on which to carve runes, create galdrs, and wands. They also serve as homes for magical and mundane creatures alike. Trees, having been around for ages, linked to the study of ancient runes in many more ways than one discussion could map out, that was for sure. With the use of the runes Berkana, Inguz, and Jera, the students would aid their trees magically to ensure they get a good head start on their growth. First seeds were planted, then the runes were carved into a bind rune and activated, and then Herbivicus was casted, allowing the trees to grow. The task proved a bit trying for some, like Miss Zoryn Spinnet who nearly got whomped by the willow, or Miss Skylar Diggory and co, who proved good targets for a bunch of pixies. Luckily, though, many completed the task unscathed and the class learned once again, the Ancient Runes could apply to many areas of study, striking everyone’s fancy.
Astronomy
For the last few years, Astronomy has become one of those subjects that has proven hard to keep occupied for long. This term was no different with the sudden departure of the former Astronomy Professor and the introduction of yet another. Professor Berkovich was the latest to take on the role and she seemed as optimistic as anything.
Starting out with a simple question, students were asked to name constellations that could only be seen in the Northern Hemisphere. Some of the answers included: Pegasus, Lacerta and Equuleus. It didn’t seem like the students had too much of a challenge really, whether it be from a comprehensive knowledge of what lies up there in the heavens or a quick glance down at their textbooks. It didn’t take long to realize it would be a theoretical lesson (so much for taking your telescopes to class). Professor Berkovich had the students searching through their textbooks for the constellations that had been previously mentioned in the class. All about their myths and legends. Shortly after, the students were asked to create their own constellations and come up with the myths behind them.
It seemed theory would be this Professor’s method of operation as another lesson found the students being given a wall of information, the topic: barred spiral galaxies. If the students were able to keep their attention spans long enough, they were sure to learn a lot about our galaxy fitting this criteria, although I do sympathize with those in the lesson like myself who don’t do well with knowledge being spoken at them for an hour without practical application. Numbers, numbers and more numbers—you’d swear you’d accidentally sat in on an Arithmancy lesson!
It would appear that the days of practical Astronomy lessons would not be for the students this year. Call it a different method of teaching or a reluctance to have anything go wrong in her first year of teaching but it was certainly…something.
Starting out with a simple question, students were asked to name constellations that could only be seen in the Northern Hemisphere. Some of the answers included: Pegasus, Lacerta and Equuleus. It didn’t seem like the students had too much of a challenge really, whether it be from a comprehensive knowledge of what lies up there in the heavens or a quick glance down at their textbooks. It didn’t take long to realize it would be a theoretical lesson (so much for taking your telescopes to class). Professor Berkovich had the students searching through their textbooks for the constellations that had been previously mentioned in the class. All about their myths and legends. Shortly after, the students were asked to create their own constellations and come up with the myths behind them.
It seemed theory would be this Professor’s method of operation as another lesson found the students being given a wall of information, the topic: barred spiral galaxies. If the students were able to keep their attention spans long enough, they were sure to learn a lot about our galaxy fitting this criteria, although I do sympathize with those in the lesson like myself who don’t do well with knowledge being spoken at them for an hour without practical application. Numbers, numbers and more numbers—you’d swear you’d accidentally sat in on an Arithmancy lesson!
It would appear that the days of practical Astronomy lessons would not be for the students this year. Call it a different method of teaching or a reluctance to have anything go wrong in her first year of teaching but it was certainly…something.
Care of Magical Creatures
With Hogwarts holding the IMPS this term, the castle was inundated with a Beetle-load of visitors from llvermorny, but those weren't the only fresh faces around the schoo. A number of new staff joined Hogwarts in September, and one of those was Care of Magical Creatures professor, Tristan Wayland. Not just another (apparently) pretty face, Professor Wayland inspired both renewed and continued interest in the subject of Care of Magical Creatures with his exciting lessons, not to mention the re-introduction of the Infant Magical Creatures Nursery. Like any subject, Care of Magical Creatures has the potential to be breathtakingly exciting or frustratingly dull, and even a lesson on the most exciting of creatures can potentially be turned into a snoozefest. Here at Hogwarts we've not been so unfortunate, and when Professor Wayland's classes got underway it became clear that our lucky streak had continued.
Early in the term, Professor Wayland held one of his lessons, as usual, out in a pasture by the barn. Though there were no obvious clues as to what might be the topic of the day, some astute students, such as Hufflepuff second year Derfael Ashburry-Hawthorne, noticed the creature decoration on the professor's mug, and correctly guessed that the lesson would be focused on Phoenixes. At this point in the lesson, Professor Wayland revealed - to the astonishment of many of his students - that he himself had a Phoenix companion, Ash, who then also arrived at the pasture. After a short discussion on the properties and magical abilities of the Phoenix, and a short activity involving identifying the different stages of their burning cycle, it was onto the main activity for the lesson: individual Phoenix flights. For the remainder of the lesson, students took it in turns - either individually or in pairs - to gently take hold of Ash's tail feathers and be taken on a short flight around the pasture, an activity that left many students in high spirits, not least the smitten pair of Gryffindor fifth year Olivia Phillips and Ravenclaw Head Boy Rooney Bronwyn, the latter of whom proceeded to loudly declare his love for all in the vicinity to hear.
As the term progressed, the trend of exciting creatures continued. In one lesson in early spring, Professor Wayland announced that he had temporatily procured some Demiguises from the Magical Wildlife Sanctuary of Wales. Though initially the creatures in attendance were, predictably, invisible, as the class discussed the magical properties and abilities of a Demiguise, they started to appear to the gathered students. Professor Wayland ran through some Demiguise characteristics and facts in a little more depth, before inviting the class to attempt to lure some of the skittish and wary creatures towards them, using various but specific fruits and leaves. Once the Demiguises had been lured and fed, Wayland's students got a real treat in having the opportunity to brush the creatures' coats, in order to humanely harvest the Demiguise hair and help out the Sanctuary in earning much needed money for important equipment.
All in all, Care of Magical Creatures has continued to be a subject of great interest for the students of Hogwarts. The arrival of Professor Wayland brought a fresh perspective to the subject his classes have been a delight for the many creature enthusiasts in the school. We look forward to more exciting lessons with this popular new professor.
Early in the term, Professor Wayland held one of his lessons, as usual, out in a pasture by the barn. Though there were no obvious clues as to what might be the topic of the day, some astute students, such as Hufflepuff second year Derfael Ashburry-Hawthorne, noticed the creature decoration on the professor's mug, and correctly guessed that the lesson would be focused on Phoenixes. At this point in the lesson, Professor Wayland revealed - to the astonishment of many of his students - that he himself had a Phoenix companion, Ash, who then also arrived at the pasture. After a short discussion on the properties and magical abilities of the Phoenix, and a short activity involving identifying the different stages of their burning cycle, it was onto the main activity for the lesson: individual Phoenix flights. For the remainder of the lesson, students took it in turns - either individually or in pairs - to gently take hold of Ash's tail feathers and be taken on a short flight around the pasture, an activity that left many students in high spirits, not least the smitten pair of Gryffindor fifth year Olivia Phillips and Ravenclaw Head Boy Rooney Bronwyn, the latter of whom proceeded to loudly declare his love for all in the vicinity to hear.
As the term progressed, the trend of exciting creatures continued. In one lesson in early spring, Professor Wayland announced that he had temporatily procured some Demiguises from the Magical Wildlife Sanctuary of Wales. Though initially the creatures in attendance were, predictably, invisible, as the class discussed the magical properties and abilities of a Demiguise, they started to appear to the gathered students. Professor Wayland ran through some Demiguise characteristics and facts in a little more depth, before inviting the class to attempt to lure some of the skittish and wary creatures towards them, using various but specific fruits and leaves. Once the Demiguises had been lured and fed, Wayland's students got a real treat in having the opportunity to brush the creatures' coats, in order to humanely harvest the Demiguise hair and help out the Sanctuary in earning much needed money for important equipment.
All in all, Care of Magical Creatures has continued to be a subject of great interest for the students of Hogwarts. The arrival of Professor Wayland brought a fresh perspective to the subject his classes have been a delight for the many creature enthusiasts in the school. We look forward to more exciting lessons with this popular new professor.
Charms
Charms is, in this writer's opinion at least, one of the best classes here at Hogwarts. Learning magic is after all what we are here for, and who didn’t get extremely excited or even fully terrified, when learning to cast their first ever spell in charms class? Who better to guide us along this journey but our very own Charms Professor, Gaston Marchand. Sure he can be a bit angsty at times, but he has a heart of gold, or maybe.. Red and Gold? And I for one hope he stays on here for a long while.
One lesson in late October had everyone arriving to Charms class in full costume in order to celebrate Halloween, the Professor himself was even dressed up as a Pirate complete with fake hook. Once all the costumed kids were in their seat, the Professor waved his wand and two candy apples under a disillusionment charm appeared on each students desk. Their task? Simple. Figure out which was made by magic and which was not. The students got to work on puzzling out which was made by magic and which was not, Though one Abey Botros had an interesting way of seeing which apple was which, by smashing them together, most of the other students had less destructive ways to do things. Mostly.. Once the students had Sherlock’d their case of the Magical Candy Apple, It was time to move on to making popcorn balls with magic! Using the charm Calefacio to heat things up, and the cooling charm Frigidus. Everyone got into pairs and for the most part the making of the popcorn balls went well, until the end of class when one Derfael Ashburry-Hawthorn got a bit too enthusiastic with his heating charm and sent scalding butter everywhere! And so class ended with several students headed to the Healers wing with butter burns, some tears and lots of abandoned popcorn balls. So sad.
Another lesson that took place close to Valentine's Day found the Charms classroom decorated with paper hearts and the refreshments were heart shaped as well. The students filed into the warm classroom and found colorful pieces of paper on their desk and were asked what the pieces of paper could be for. And the answer was? Making origami with magic! The spell was Plico! And it was used to make folds in paper. The class was then instructed to make an origami...something of their choice. After they had perfected the spell and made their paper creation of choice, it was time to learn how to make their paper masterpieces talk (Nuntium dico), or sing (Nuntium cantabo), or even repeat itself (Repeto). Armed with the spells the rest of the class went off without a hitch as the students busied themselves with making their paper works of art noisy. And before anyone knew it, time was up, class was over and everyone walked out ready for their next class.
One lesson in late October had everyone arriving to Charms class in full costume in order to celebrate Halloween, the Professor himself was even dressed up as a Pirate complete with fake hook. Once all the costumed kids were in their seat, the Professor waved his wand and two candy apples under a disillusionment charm appeared on each students desk. Their task? Simple. Figure out which was made by magic and which was not. The students got to work on puzzling out which was made by magic and which was not, Though one Abey Botros had an interesting way of seeing which apple was which, by smashing them together, most of the other students had less destructive ways to do things. Mostly.. Once the students had Sherlock’d their case of the Magical Candy Apple, It was time to move on to making popcorn balls with magic! Using the charm Calefacio to heat things up, and the cooling charm Frigidus. Everyone got into pairs and for the most part the making of the popcorn balls went well, until the end of class when one Derfael Ashburry-Hawthorn got a bit too enthusiastic with his heating charm and sent scalding butter everywhere! And so class ended with several students headed to the Healers wing with butter burns, some tears and lots of abandoned popcorn balls. So sad.
Another lesson that took place close to Valentine's Day found the Charms classroom decorated with paper hearts and the refreshments were heart shaped as well. The students filed into the warm classroom and found colorful pieces of paper on their desk and were asked what the pieces of paper could be for. And the answer was? Making origami with magic! The spell was Plico! And it was used to make folds in paper. The class was then instructed to make an origami...something of their choice. After they had perfected the spell and made their paper creation of choice, it was time to learn how to make their paper masterpieces talk (Nuntium dico), or sing (Nuntium cantabo), or even repeat itself (Repeto). Armed with the spells the rest of the class went off without a hitch as the students busied themselves with making their paper works of art noisy. And before anyone knew it, time was up, class was over and everyone walked out ready for their next class.
Defense Against the Dark Arts
Defence Against the Dark Arts tends to be a very popular lesson at Hogwarts, partly due to its interesting nature, not to mention how useful those defence skills end up being even within the confines of the school grounds. Professor Roderik Hirsch remained at his post of Defence Against the Dark Arts this term, providing fascinating and exciting lessons for his students, appearing to effortly keep interest high and minds engaged.
One of Hirsch's lessons this term was held, not in the usual desk-less classroom, but instead out on the icy, snowy grounds. When the lesson commenced, Professor Hirsch put forth a question to his students: if they had to fight either a Mummy, a Zombie, or an Inferius, which would they choose? The answers were varied, as were the reasons behind them; many came to the conclusion that fire would be a suitable defence against any of the three, making any option a manageable one, and others of a more Slytherin declared that they would simply choose to turn back and fight none. One student, Jessa Cambridge of Ravenclaw (of course), quickly made her intrigue regarding the necromantic beings clear, and expressed that she would incapacitate all three in such a way that she might study them later. Actually learning to fight off these creatures, however, meant learning the 'ring of fire' spell. This involved conjuring, predictably enough, rings of red and gold flames, and before long Professor Hirsch's students began practicing the spell in quite the interesting way. Not fighting the undead, but producing ice sculptures out of blocks of ice; a creative activity that aided in learning to control the fire. In true Hogwarts fashion, the lesson did not end totally without a hitch, with many students inadvertently melting large parts of the ice they were provided with, but it was second year Gryffindor and unofficial personality of the school who ultimately melted down her entire ice block until it was nothing but a puddle. Yes, Zoryn Spinnet. You were noticed.
Mercifully, most other lessons this year took place in their usual indoor setting of the classroom, as was the case for another notable day in April. For this lesson, students arrived to find that Professor Hirsch had brought a slightly excessive rock collection to class, the largest of which reached almost to the ceiling. Leaving the rocks a mystery at first, Professor Hirsch began on subject of trolls, asking everyone to provide a fact about the creatures - at which point Slytherin fourth year Vivian Fairfield gave such an impressively realistic impersonation of a Troll grunt that one couldn't help but wonder how fluent she is in the language. As the lesson progressed, the reason for the rocks became clear. Labefactum, or the Bludgeoning Hex, is a spell that can be used to cause a great impact on a target such as a Troll in the absence of another heavy object, and it was with this spell that students proceeded to practice trying blasting their rocks apart. The pièce de résistance came at the end of the lesson, with the main activity: rock climbing. With the largest rock now in the middle of the room, Professor Hirsch tasked his students with splitting off into four groups, and using the Bludgeoning Hex to create hand- and footholds in the smooth surface of the giant rock, so that one person in each team could then race to the prize - a selection of treats - at the top. Henry Whittebrook, Skylar Diggory, Stasya Dalgaard-Volkova, and Derfael Ashburry-Hawthorne all got ready to climb for their teams, but by the time Professor Hirsch's whistle signalled the end of the activity, nobody had come out on top. Without a winner, the prize instead became a grab bag for everyone, as a reward for… well, for just being there.
The ever-popular Duelling Club and Tournament was also held over the term, with both students and staff fighting to be recognised as the number one dueller in their age group. As has thus far been the case, duels were held between students of similar ages and skill level, and judged by the capable Professor Hirsch. In the Jinx age group, encompassing first through third years, Gryffindor Stasya Dalgaard-Volkova took first place position out of the first years, Slytherin Edward Blaze Jr. won out of the second years, and Jessa Cambridge of Ravenclaw came out in top amongst the third years. The winners in the Hex age group included Slytherin Junia Botros, claiming first place from the fourth years, and Hufflepuff prefect Henrietta Kramer was the winning fifth year. In the Curse age group, made up of sixth and seventh years, Gryffindor's Charlotte Kettleburn predictably took yet another first place position, while Ravenclaw and Head Boy Rooney Bronwyn achieved the number one spot in the graduating class. It was Professor Kaysha Stewart who stole the win in the Unforgivable age group made up of Hogwarts staff, completing the list of winners from this year's Duelling Club Tournament. Congratulations to all winners, and those who took part, and a big thank you to Professor Hirsch for yet another successful year in both the Duelling Club, and Defence Against the Dark Arts as a whole.
One of Hirsch's lessons this term was held, not in the usual desk-less classroom, but instead out on the icy, snowy grounds. When the lesson commenced, Professor Hirsch put forth a question to his students: if they had to fight either a Mummy, a Zombie, or an Inferius, which would they choose? The answers were varied, as were the reasons behind them; many came to the conclusion that fire would be a suitable defence against any of the three, making any option a manageable one, and others of a more Slytherin declared that they would simply choose to turn back and fight none. One student, Jessa Cambridge of Ravenclaw (of course), quickly made her intrigue regarding the necromantic beings clear, and expressed that she would incapacitate all three in such a way that she might study them later. Actually learning to fight off these creatures, however, meant learning the 'ring of fire' spell. This involved conjuring, predictably enough, rings of red and gold flames, and before long Professor Hirsch's students began practicing the spell in quite the interesting way. Not fighting the undead, but producing ice sculptures out of blocks of ice; a creative activity that aided in learning to control the fire. In true Hogwarts fashion, the lesson did not end totally without a hitch, with many students inadvertently melting large parts of the ice they were provided with, but it was second year Gryffindor and unofficial personality of the school who ultimately melted down her entire ice block until it was nothing but a puddle. Yes, Zoryn Spinnet. You were noticed.
Mercifully, most other lessons this year took place in their usual indoor setting of the classroom, as was the case for another notable day in April. For this lesson, students arrived to find that Professor Hirsch had brought a slightly excessive rock collection to class, the largest of which reached almost to the ceiling. Leaving the rocks a mystery at first, Professor Hirsch began on subject of trolls, asking everyone to provide a fact about the creatures - at which point Slytherin fourth year Vivian Fairfield gave such an impressively realistic impersonation of a Troll grunt that one couldn't help but wonder how fluent she is in the language. As the lesson progressed, the reason for the rocks became clear. Labefactum, or the Bludgeoning Hex, is a spell that can be used to cause a great impact on a target such as a Troll in the absence of another heavy object, and it was with this spell that students proceeded to practice trying blasting their rocks apart. The pièce de résistance came at the end of the lesson, with the main activity: rock climbing. With the largest rock now in the middle of the room, Professor Hirsch tasked his students with splitting off into four groups, and using the Bludgeoning Hex to create hand- and footholds in the smooth surface of the giant rock, so that one person in each team could then race to the prize - a selection of treats - at the top. Henry Whittebrook, Skylar Diggory, Stasya Dalgaard-Volkova, and Derfael Ashburry-Hawthorne all got ready to climb for their teams, but by the time Professor Hirsch's whistle signalled the end of the activity, nobody had come out on top. Without a winner, the prize instead became a grab bag for everyone, as a reward for… well, for just being there.
The ever-popular Duelling Club and Tournament was also held over the term, with both students and staff fighting to be recognised as the number one dueller in their age group. As has thus far been the case, duels were held between students of similar ages and skill level, and judged by the capable Professor Hirsch. In the Jinx age group, encompassing first through third years, Gryffindor Stasya Dalgaard-Volkova took first place position out of the first years, Slytherin Edward Blaze Jr. won out of the second years, and Jessa Cambridge of Ravenclaw came out in top amongst the third years. The winners in the Hex age group included Slytherin Junia Botros, claiming first place from the fourth years, and Hufflepuff prefect Henrietta Kramer was the winning fifth year. In the Curse age group, made up of sixth and seventh years, Gryffindor's Charlotte Kettleburn predictably took yet another first place position, while Ravenclaw and Head Boy Rooney Bronwyn achieved the number one spot in the graduating class. It was Professor Kaysha Stewart who stole the win in the Unforgivable age group made up of Hogwarts staff, completing the list of winners from this year's Duelling Club Tournament. Congratulations to all winners, and those who took part, and a big thank you to Professor Hirsch for yet another successful year in both the Duelling Club, and Defence Against the Dark Arts as a whole.
Divination
Are you in tune with your Inner Eye? Are you sure?
If you answered both of these questions with a loud YES, you surely enjoyed this term's Divination classes. Professor Laurel Vance - newly appointed Slytherin Head of House - was once more back not only to share her own predictions on some of the students' immediate future (spiders in bed? Ew. Better watch out, Prefect Kramer!) but also to teach those who are in tune with their Inner Eye to predict their own fates.
One of the first lessons of the term revolved around a rather unusual - one might think - way of Divination: Moleosophy. As the name suggests, it focuses on body moles (no, not the creature) as well as birthmarks and blemishes on the human skin. They can be used to predict someone’s personality traits, for example a mole on someone’s lip suggests they are prone to jealousy - something to keep in mind when picking a partner, hm? As a few of the students pointed out, however, someone’s personality might change over time as they get older - and perhaps more mature. (Or not.) Consequently, moles are also not permanent - unlike birthmarks - but appear and disappear over the course of one’s life. After locating three moles on their bodies with provided mirrors, the students then predicted the upcoming three days of their lives based on the shape, size and location of the moles. Were one to peek over the students’ shoulders one would find the Hogwarts students were in for some very exciting days to come, full of boy bands, ice cream and sandwiches. (And perhaps kisses.)
"Try not to set each other on fire" (© Groundskeeper Baldvinsson) seems to be a wise rule to follow for this term’s lesson on Pyromancy. Some of the students might have still been tempted to in an attempt to keep out the cold - fire safety is one thing but did the lesson HAVE to take place outside. in the snow. in icy winds. in DECEMBER?! Apparently so. A handful of students assumed they would be interpreting the smoke the fires were giving off, however, instead this lesson would be focusing on an entirely different form of fire divination: Alomancy, dealing with the shapes salt forms on the burnt down coal bed. First things first, though, which was where our lovely Groundskeeper came in to teach everyone how to build and start a fire in a fire pit. Fortunately, as wand holders, that does not mean having to wait for lightning to strike or to spend hours working up enough friction to create a spark. Instead, a simple Incendio will do just fine et voilà (as the French would say) the fire is now yours to do with as you please. Such as….waiting for it burn down again (somewhat anti-climactic, no?) and throwing two handfuls of salt on top of the coal bed. Once the fires had completely died down, any recognizable shapes shapes the salt might have made were to be noted down (unfortunate for those who don’t count “drawing” as one of their skills) and consequently predict the future based on said shapes.
If you answered both of these questions with a loud YES, you surely enjoyed this term's Divination classes. Professor Laurel Vance - newly appointed Slytherin Head of House - was once more back not only to share her own predictions on some of the students' immediate future (spiders in bed? Ew. Better watch out, Prefect Kramer!) but also to teach those who are in tune with their Inner Eye to predict their own fates.
One of the first lessons of the term revolved around a rather unusual - one might think - way of Divination: Moleosophy. As the name suggests, it focuses on body moles (no, not the creature) as well as birthmarks and blemishes on the human skin. They can be used to predict someone’s personality traits, for example a mole on someone’s lip suggests they are prone to jealousy - something to keep in mind when picking a partner, hm? As a few of the students pointed out, however, someone’s personality might change over time as they get older - and perhaps more mature. (Or not.) Consequently, moles are also not permanent - unlike birthmarks - but appear and disappear over the course of one’s life. After locating three moles on their bodies with provided mirrors, the students then predicted the upcoming three days of their lives based on the shape, size and location of the moles. Were one to peek over the students’ shoulders one would find the Hogwarts students were in for some very exciting days to come, full of boy bands, ice cream and sandwiches. (And perhaps kisses.)
"Try not to set each other on fire" (© Groundskeeper Baldvinsson) seems to be a wise rule to follow for this term’s lesson on Pyromancy. Some of the students might have still been tempted to in an attempt to keep out the cold - fire safety is one thing but did the lesson HAVE to take place outside. in the snow. in icy winds. in DECEMBER?! Apparently so. A handful of students assumed they would be interpreting the smoke the fires were giving off, however, instead this lesson would be focusing on an entirely different form of fire divination: Alomancy, dealing with the shapes salt forms on the burnt down coal bed. First things first, though, which was where our lovely Groundskeeper came in to teach everyone how to build and start a fire in a fire pit. Fortunately, as wand holders, that does not mean having to wait for lightning to strike or to spend hours working up enough friction to create a spark. Instead, a simple Incendio will do just fine et voilà (as the French would say) the fire is now yours to do with as you please. Such as….waiting for it burn down again (somewhat anti-climactic, no?) and throwing two handfuls of salt on top of the coal bed. Once the fires had completely died down, any recognizable shapes shapes the salt might have made were to be noted down (unfortunate for those who don’t count “drawing” as one of their skills) and consequently predict the future based on said shapes.