Flying
Flying has long been considered by many to be a staple of wizarding life, and that goes for all over the world. Though some consider the sport of flying to be, quite honestly, utterly boring, broomsticks and the subsequent sports that appeared after their invention are generally something most people cannot (and will not) shut up about. And yet, for the past few years, Flying lessons, and in fact all forms of broom-related activity, have been banned on the grounds of Hogwarts, all made possible by a threat against student athletes five years ago, and, more recently, a giant sinkhole appearing where the school Quidditch pitch used to be. But this year, Hogwarts students got a surprise when it was announced via the noticeboards that Flying lessons would be recommencing.
Professor Tiara Tanner took command of Flying lessons this term, revisiting her original Hogwarts position of Quidditch Official and Flying professor, in the days before her calling as teacher of Arithmancy. When students arrived outside of the unused and still defunct Quidditch stadium for the first lesson, they were met by Tanner, a collection of school brooms, and a giant obstacle course. The lesson, somewhat predictably, attracted a great deal of students eager to get in the air, along with several members of staff, and when the lesson commenced the class was split into two groups: absolute beginners, aka those who would likely fall off a broom as soon as look at it, and the more experienced flyers. General chit-chat followed, including advice to those new to flying, and speculations on the most important rules of flying, before it was time to get in the air.
A Cushioning Charm was placed on the ground, to protect the inevitable klutzes from serious injury. But not all injuries could be prevented, as was proved by Gryffindor sixth year Yoongi Hyland, who immediately managed take a broom to the face before even getting a proper hold of it. After a short exercise in how to push off from the ground and land again (during which Hufflepuff first year Owen Montezor almost floated off into the stratosphere and had to be rescued by Professor Tanner, and Slytherin seventh year Ethan Mordaunt fell right off his broom), and a practice in starting and stopping, the students were let loose on the obstacle course. Aside from the predictable whooping and screeching from the over-excited, over-stimulated school children, the remainder of the class passed surprisingly enough without any further disaster.
No doubt the question being asked by the majority of students this term is this: will flying lessons go back to being a regular occurrence? And the answer? We do not know, so be patient, and wait and see. As far as this year's events are concerned however, there is little doubt that any lingering bitterness from the flying fanatics of Hogwarts was likely assuaged by reprieve from the 'broom-related activity' ban this term, no matter how brief it may or may not turn out to be.
Professor Tiara Tanner took command of Flying lessons this term, revisiting her original Hogwarts position of Quidditch Official and Flying professor, in the days before her calling as teacher of Arithmancy. When students arrived outside of the unused and still defunct Quidditch stadium for the first lesson, they were met by Tanner, a collection of school brooms, and a giant obstacle course. The lesson, somewhat predictably, attracted a great deal of students eager to get in the air, along with several members of staff, and when the lesson commenced the class was split into two groups: absolute beginners, aka those who would likely fall off a broom as soon as look at it, and the more experienced flyers. General chit-chat followed, including advice to those new to flying, and speculations on the most important rules of flying, before it was time to get in the air.
A Cushioning Charm was placed on the ground, to protect the inevitable klutzes from serious injury. But not all injuries could be prevented, as was proved by Gryffindor sixth year Yoongi Hyland, who immediately managed take a broom to the face before even getting a proper hold of it. After a short exercise in how to push off from the ground and land again (during which Hufflepuff first year Owen Montezor almost floated off into the stratosphere and had to be rescued by Professor Tanner, and Slytherin seventh year Ethan Mordaunt fell right off his broom), and a practice in starting and stopping, the students were let loose on the obstacle course. Aside from the predictable whooping and screeching from the over-excited, over-stimulated school children, the remainder of the class passed surprisingly enough without any further disaster.
No doubt the question being asked by the majority of students this term is this: will flying lessons go back to being a regular occurrence? And the answer? We do not know, so be patient, and wait and see. As far as this year's events are concerned however, there is little doubt that any lingering bitterness from the flying fanatics of Hogwarts was likely assuaged by reprieve from the 'broom-related activity' ban this term, no matter how brief it may or may not turn out to be.
Herbology
With the departure of Headmistress Truebridge, the Herbology Greenhouses were once again left in need of a leader. Professor Paul Myers took on the job with much needed serenity after the disastrous events of last term. Enlightening, mindful, and thankfully spider-free, Herbology lessons this term were the place to be for students who were ready to get close to nature. Even with professor after professor standing out in Hogwarts students’ memories from the past few terms, Professor Myers’s hands-on classes and undeniable charm made for an exciting year of Herbology!
The warmth and coziness of Greenhouse One was offset by a peculiar smell one lesson in December, much to the chagrin of many of the more squeamish Herbology students. Apparently unperturbed by the stench, Professor Myers stood ready to begin the lesson with a healthy dose of meditation. Once students had breathed out all their negative energy and accepted compliments from their fellow classmates—or from themselves, as in the case of Gryffindor's Yoongi Hyland, who awarded himself a flower—Myers jumped right in to the lesson with a review of what plants need for survival. The source of the smell was soon revealed with the Professor’s next question: What materials could be used in compost? The prospect of working with rotting food didn’t keep students from coming up with a hefty list of compostable materials, which Professor Myers then categorized by the nutrients they provided. Up next was the activity, an exciting chance to make their own compost, starting with a wooden crate and soil before even more ingredients were added to ensure maximum nutrition (and smelliness). Despite a good deal of dismay, the class donned their gloves anyhow and collected manure and other dry and wet materials to layer in their crates. No student’s reaction was more dramatic than Ravenclaw Rooney Bronwyn, whose aversion to manure lead him to fake his own death right on the greenhouse floor until first year Ava Burton came to the rescue with an aguamenti charm cast right in his face. The class may have ended with a splash (and an unfortunate bashing of heads), but there's no denying the benefits of getting up close and personal with the nutrients that help our favorite plants grow.
To the relief of many Herbology students, by April Professor Myers had moved away from stinky class subjects in favor of bigger topics. While there was no smell to greet them this time, there was the rather peculiar sight of four trees floating in the air. After a mediation circle had been completed, the secret behind the trees was revealed as gravity resistance, and students speculated how the trees got all the nutrients they needed without being rooted in the ground. Students had the opportunity too see the process for themselves as Professor Myers had them water the trees and watch the water become gravity resistant as well right before their eyes! The conversation was then directed to pros and cons of gravity resistance, setting the stage for the lesson’s big activity: tending to the sick trees. This time, the class got the chance to try out gravity resistance for themselves, much to the chagrin of those who preferred to keep their feet flat on the ground. Students put their lives in the hands of their partners as they took terms charming each other into the air to tend to ailments ranging from infestations to lacking nutrients. Luckily, Professor Myers’s stellar reputation went unmarred as all students returned to the ground safe and sound, and left another enlightening lesson with their very own gravity resistant seeds to observe.
The warmth and coziness of Greenhouse One was offset by a peculiar smell one lesson in December, much to the chagrin of many of the more squeamish Herbology students. Apparently unperturbed by the stench, Professor Myers stood ready to begin the lesson with a healthy dose of meditation. Once students had breathed out all their negative energy and accepted compliments from their fellow classmates—or from themselves, as in the case of Gryffindor's Yoongi Hyland, who awarded himself a flower—Myers jumped right in to the lesson with a review of what plants need for survival. The source of the smell was soon revealed with the Professor’s next question: What materials could be used in compost? The prospect of working with rotting food didn’t keep students from coming up with a hefty list of compostable materials, which Professor Myers then categorized by the nutrients they provided. Up next was the activity, an exciting chance to make their own compost, starting with a wooden crate and soil before even more ingredients were added to ensure maximum nutrition (and smelliness). Despite a good deal of dismay, the class donned their gloves anyhow and collected manure and other dry and wet materials to layer in their crates. No student’s reaction was more dramatic than Ravenclaw Rooney Bronwyn, whose aversion to manure lead him to fake his own death right on the greenhouse floor until first year Ava Burton came to the rescue with an aguamenti charm cast right in his face. The class may have ended with a splash (and an unfortunate bashing of heads), but there's no denying the benefits of getting up close and personal with the nutrients that help our favorite plants grow.
To the relief of many Herbology students, by April Professor Myers had moved away from stinky class subjects in favor of bigger topics. While there was no smell to greet them this time, there was the rather peculiar sight of four trees floating in the air. After a mediation circle had been completed, the secret behind the trees was revealed as gravity resistance, and students speculated how the trees got all the nutrients they needed without being rooted in the ground. Students had the opportunity too see the process for themselves as Professor Myers had them water the trees and watch the water become gravity resistant as well right before their eyes! The conversation was then directed to pros and cons of gravity resistance, setting the stage for the lesson’s big activity: tending to the sick trees. This time, the class got the chance to try out gravity resistance for themselves, much to the chagrin of those who preferred to keep their feet flat on the ground. Students put their lives in the hands of their partners as they took terms charming each other into the air to tend to ailments ranging from infestations to lacking nutrients. Luckily, Professor Myers’s stellar reputation went unmarred as all students returned to the ground safe and sound, and left another enlightening lesson with their very own gravity resistant seeds to observe.
History of Magic
After the departure of Professor Glendower last term, it was perhaps clear to all that History of Magic lessons would never quite be the same again. A lady with class and an intriguing nature, how would one surpass what she'd been able to accomplish in just her four years at the school? It may or may not have been the obvious choice, but who better to take up the position but another lady, who's perhaps resided within the Hogwarts walls longer than any other...being has. Well, other than the Bloody Baron, ahem. Helena Ravenclaw, better known as The Grey Lady, has kept her spectral eye on Ravenclaw House for hundreds of years. A wealth of knowledge, there's probably zero aspects of the castle that this ghost isn't intimately aware of. So, whom better to learn magical history from?
Picture the scene. You walk into the first lesson of the term to a wintry classroom. It's possible the sense of foreboding you experience comes from being instructed to don one of the ancient, dusty costumes placed on a rack by the door. Or it could stem from being taught by a spirit older than any of your living relatives. Either way, the stage is set for an interesting hour of study. "Professor Helena", as the Grey Lady insisted her students call her, felt it prudent to start with a very simple question: why is the study of magical history important to our education? Why, indeed. The answers were many, but they all centered around one central theme: know your roots. This very simple concept explained the dressing up, as well. Was it easier to remember what any one famous person had accomplished when you were emulating them through disguise? Probably not, as that ventured into something mystical and, most likely, dark arts related. However, it is important to know one's past, as those ignorant to it are destined to repeat it; whether it be good or bad. The discussion moved on towards the giants, then, as the magical world has had more than a few conflicts with their ranks. The students seemed well informed on the habits of this race, and were asked about various aspects of their involvement in the Wizarding Wars. The whys and whats, essentially. After some details pertaining to Albus Dumbledore and the Second Wizarding War, in which what's been dubbed the "good side" failed to gain their support, everyone partnered up. The activity, itself, wasn't as relevant to giants, but it did have some strong History tie-ins. All activities are good activities when they're promoting inter-house friendships and team-building, though, right?!
Another lesson of note focused on the subject of ghosts, which might've seemed ironic given the professor. Much like the very beginning of the year, the classroom held an air of mystique; dark, with a biting cold that could not be ignored, and the initial absence of Professor Helena. This didn't last, of course, as she soon floated down to join the class. As with many other lessons at Hogwarts school, the discussion began with a simple question: what were ghosts...and how did they compare and contrast to poltergeists? Impressive answers were provided by the assembled students, some sticking out more than others. The most telling bit of information is that ghosts were once alive; meaning they were of flesh and bone, and drew breath. As described by Professor Helena, they were imprints that suffered violent deaths. Poltergeists are masses of energy, basically, and typically don't have corporeal forms. Peeves is one of the rare exceptions, making us at Hogwarts very lucky, of course. Naturally, as one could expect from a lesson with this particular subject matter, the other three Hogwarts house ghosts joined in for a bit of Q and A. Each took to answering questions in turn (including Helena Ravenclawn), sharing bits of their individual stories from before and after they were brought to live in our castle. While not the most exciting of ways to spend an hour, it did provide insight into the spectral world; giving us answers about beings that we might not have attained, otherwise.
Picture the scene. You walk into the first lesson of the term to a wintry classroom. It's possible the sense of foreboding you experience comes from being instructed to don one of the ancient, dusty costumes placed on a rack by the door. Or it could stem from being taught by a spirit older than any of your living relatives. Either way, the stage is set for an interesting hour of study. "Professor Helena", as the Grey Lady insisted her students call her, felt it prudent to start with a very simple question: why is the study of magical history important to our education? Why, indeed. The answers were many, but they all centered around one central theme: know your roots. This very simple concept explained the dressing up, as well. Was it easier to remember what any one famous person had accomplished when you were emulating them through disguise? Probably not, as that ventured into something mystical and, most likely, dark arts related. However, it is important to know one's past, as those ignorant to it are destined to repeat it; whether it be good or bad. The discussion moved on towards the giants, then, as the magical world has had more than a few conflicts with their ranks. The students seemed well informed on the habits of this race, and were asked about various aspects of their involvement in the Wizarding Wars. The whys and whats, essentially. After some details pertaining to Albus Dumbledore and the Second Wizarding War, in which what's been dubbed the "good side" failed to gain their support, everyone partnered up. The activity, itself, wasn't as relevant to giants, but it did have some strong History tie-ins. All activities are good activities when they're promoting inter-house friendships and team-building, though, right?!
Another lesson of note focused on the subject of ghosts, which might've seemed ironic given the professor. Much like the very beginning of the year, the classroom held an air of mystique; dark, with a biting cold that could not be ignored, and the initial absence of Professor Helena. This didn't last, of course, as she soon floated down to join the class. As with many other lessons at Hogwarts school, the discussion began with a simple question: what were ghosts...and how did they compare and contrast to poltergeists? Impressive answers were provided by the assembled students, some sticking out more than others. The most telling bit of information is that ghosts were once alive; meaning they were of flesh and bone, and drew breath. As described by Professor Helena, they were imprints that suffered violent deaths. Poltergeists are masses of energy, basically, and typically don't have corporeal forms. Peeves is one of the rare exceptions, making us at Hogwarts very lucky, of course. Naturally, as one could expect from a lesson with this particular subject matter, the other three Hogwarts house ghosts joined in for a bit of Q and A. Each took to answering questions in turn (including Helena Ravenclawn), sharing bits of their individual stories from before and after they were brought to live in our castle. While not the most exciting of ways to spend an hour, it did provide insight into the spectral world; giving us answers about beings that we might not have attained, otherwise.
Well known for her enthusiasm and exciting classes, Professor Moxley surpassed all expectations for entertaining and informative lessons this term. She not only stepped up to her position as a well-loved head of Hufflepuff house, but also lead students through a year of Muggle Studies with incredible exuberance. Her animation fit right in with all of this term’s fun camps and school bonding, as students grew closer to one another with the help of some truly wonderful professors. From real games to imaginary ones, this term’s lessons held no shortage of active learning!
Professor Moxley was certainly not shy (is she ever?) about starting the term off with a bang. Students had only been back at school for a month when they entered the Muggle Studies classroom to find the Professor perched on her desk with her striped shirt clueing students in to the anticipated secret of the lesson’s topic. Once students had high-fived the professor and donned a sticker to indicate their current moods, as required by the fun new rules of of the term, Moxley dove right into a discussion surrounding a favorite pastime for wizards and muggles alike: Bowling! The conversation opened with a class-wide brainstorm on the topic of recreational activities for muggles who were looking for a chance to unwind. Amidst a huge variety of answers ranging from crafting to watching television, fourth year Slytherin Hadleigh Lynch was right on the money with her mention of bowling, which lead Moxley right to her next question. Her request for students to share anything they knew about the sport was met with another collection of wildly different answers so commonly seen in Howarts’ diverse classes, as students shared knowledge on their favorite aspects of the bowling experience such as the food, the attire, and of course the rules of the game itself. Finally, it was time for one of Professor Moxley’s famous activities, this time even including an element of dress up as students and their partners were given the opportunity to put on a bowling shirt of their choosing. Professor Moxley unveiled a few giant, inflatable bowling lanes (Merlin knows where she found those) along with plastic bowling balls large enough to fit a student inside, and the festivities began! Whether they were inside the bowling ball or trying to push it, students exercised their bodies and brains trying to achieve the difficult task of knocking over the six pins all the way at the other end. All good things had to come to an end, of course, and while Professor Moxley’s dismissal of the class was met with disappointment, Head Boy and Girl Zander Adair and Sophie Brown had a victory to celebrate after knocking down an impressive total of 23 pins over the course of the lesson. Students left the room with their very own bowling shirts (and trophies for the Head Couple, in their ever-present glory), a new perspective on the sport of bowling, and anticipation for more fun to be had with whatever activity came in the next Muggle Studies lesson.
Students who had become used to the setup of the Muggle Studies classroom since the start of term were in for a surprise near the beginning of January when they entered to find all the desks and chairs replaced with an assortment of cozy furniture. As always, Professor Moxley let the mystery hang in the air as she sat ready for high-fives from all her curious students. With cheeriness reflected in the smiling blue sticker of her choice, Moxley began the lesson with a continuation of their discussion on muggle pastimes from earlier in the term. This time, however, the class prepared to investigate three distinct levels of pastimes—diversion, passion, and a sense of purpose—with a little help from their imaginations. Students thought about a scenario in which they were small children in the house on a rainy day and in need of something to quench their boredom, a situation that was surely familiar for a lot of us. Art, toys, and games were all popular ideas, but the concentration of the class this time wasn’t a physical pastime, but an imaginative one. Professor Moxley’s final question encouraged students to really consider the benefits of imaginative play. Since there’s really no better way to understand those benefits than to experience them yourself, Professor Moxley’s next surprise was met with enthusiasm from the young child within all of us. After instructing everyone to take off their shoes and gather on one side of the room, Slytherin First Year Philip Romalotti’s mention of the Hot Lava game became a reality when Moxley added a layer of cushions to the mismatched furniture and let the games begin. Armed with nothing but their imaginations, students traversed the room, avoiding the treacherous floor by jumping from cushion to couch. Those who touched the the “lava” were left with a variety of tasks that were hilarious to students and Professor alike. There was no shortage of praise for Professor Moxley (or for Head Boy Zander Adair, whose rendition of the muggle classic “Beautiful Soul” was worthy of a standing ovation) until the lesson had to come to and end, but students left in high spirits with their minds rejuvenated and hearts full of appreciation for yet another fun Muggle Studies activity.
Professor Moxley was certainly not shy (is she ever?) about starting the term off with a bang. Students had only been back at school for a month when they entered the Muggle Studies classroom to find the Professor perched on her desk with her striped shirt clueing students in to the anticipated secret of the lesson’s topic. Once students had high-fived the professor and donned a sticker to indicate their current moods, as required by the fun new rules of of the term, Moxley dove right into a discussion surrounding a favorite pastime for wizards and muggles alike: Bowling! The conversation opened with a class-wide brainstorm on the topic of recreational activities for muggles who were looking for a chance to unwind. Amidst a huge variety of answers ranging from crafting to watching television, fourth year Slytherin Hadleigh Lynch was right on the money with her mention of bowling, which lead Moxley right to her next question. Her request for students to share anything they knew about the sport was met with another collection of wildly different answers so commonly seen in Howarts’ diverse classes, as students shared knowledge on their favorite aspects of the bowling experience such as the food, the attire, and of course the rules of the game itself. Finally, it was time for one of Professor Moxley’s famous activities, this time even including an element of dress up as students and their partners were given the opportunity to put on a bowling shirt of their choosing. Professor Moxley unveiled a few giant, inflatable bowling lanes (Merlin knows where she found those) along with plastic bowling balls large enough to fit a student inside, and the festivities began! Whether they were inside the bowling ball or trying to push it, students exercised their bodies and brains trying to achieve the difficult task of knocking over the six pins all the way at the other end. All good things had to come to an end, of course, and while Professor Moxley’s dismissal of the class was met with disappointment, Head Boy and Girl Zander Adair and Sophie Brown had a victory to celebrate after knocking down an impressive total of 23 pins over the course of the lesson. Students left the room with their very own bowling shirts (and trophies for the Head Couple, in their ever-present glory), a new perspective on the sport of bowling, and anticipation for more fun to be had with whatever activity came in the next Muggle Studies lesson.
Students who had become used to the setup of the Muggle Studies classroom since the start of term were in for a surprise near the beginning of January when they entered to find all the desks and chairs replaced with an assortment of cozy furniture. As always, Professor Moxley let the mystery hang in the air as she sat ready for high-fives from all her curious students. With cheeriness reflected in the smiling blue sticker of her choice, Moxley began the lesson with a continuation of their discussion on muggle pastimes from earlier in the term. This time, however, the class prepared to investigate three distinct levels of pastimes—diversion, passion, and a sense of purpose—with a little help from their imaginations. Students thought about a scenario in which they were small children in the house on a rainy day and in need of something to quench their boredom, a situation that was surely familiar for a lot of us. Art, toys, and games were all popular ideas, but the concentration of the class this time wasn’t a physical pastime, but an imaginative one. Professor Moxley’s final question encouraged students to really consider the benefits of imaginative play. Since there’s really no better way to understand those benefits than to experience them yourself, Professor Moxley’s next surprise was met with enthusiasm from the young child within all of us. After instructing everyone to take off their shoes and gather on one side of the room, Slytherin First Year Philip Romalotti’s mention of the Hot Lava game became a reality when Moxley added a layer of cushions to the mismatched furniture and let the games begin. Armed with nothing but their imaginations, students traversed the room, avoiding the treacherous floor by jumping from cushion to couch. Those who touched the the “lava” were left with a variety of tasks that were hilarious to students and Professor alike. There was no shortage of praise for Professor Moxley (or for Head Boy Zander Adair, whose rendition of the muggle classic “Beautiful Soul” was worthy of a standing ovation) until the lesson had to come to and end, but students left in high spirits with their minds rejuvenated and hearts full of appreciation for yet another fun Muggle Studies activity.
Potions
Cosgrach Culloden is, without a doubt, a well-loved professor who has made a strong, positive impact on the lives of his students for the last five years. For his sixth and final term on staff, he did not hold back, proving once again that he is a mighty force to be reckoned with in the realm of all things potions, but also with the care and consideration he gives each and every one of his students. Though new pupils may be taken aback by his often gruff exterior and odd sense of humor, it soon becomes apparent that the rumors are true: he truly is the teddy bear of the dungeons, and he is a great mentor for those who care to pursue a career in potions as well as anyone seeking a strong, motivational voice of reason for a life coach. A true powerhouse of vast potions knowledge and care for all of his students, the term went off without a hitch as one would expect from a well-renowned potions master like him.
To start off the term, Professor Culloden took to heart Headmaster Botros' new rules to make things more fun and engaging for the students by enacting rules about bringing him food every class and complimenting him every time one saw him. It kind of seemed like a selfish rule at first, but it ended up all in good fun as he never got upset for anyone for not following these rules, but those who remembered simply gained his favor, so there were only things to gain from playing along. He even ended up sharing the abundance of food the students brought with everyone, so it was really a win-win situation for all. There was a minor mishap at the start of his first lesson of the term that almost made it seem as though first year Gryffindor Ellery Borzekowski-Thomas would meet her doom at the hands of Culloden after she took the liberty to write her own instructions for the lesson on the board, but after a brief lecture, the class moved on to discuss some basic potion theory regarding the relationship between potions and transfiguration. Many students were eager to offer up explanations of the similarities between the two, and thus the lesson's potion was revealed: Mutatio Animalia! This potion will turn the drinker into a mundane, not magical, animal for anywhere between fifteen minutes to five hours, depending on the quality of the potion itself, and naturally, this was an extremely exciting potion to be brewing! All one needed was to add the mundane animal part at the very end of the potion-brewing process, and the drinker's appearance would change into that mundane animal, but they would still retain their full human mind! Magnified by the luck that no one died, it was a wicked cool lesson for all and a mighty fine way to start off the term.
Another noteworthy lesson of the term came when Culloden decided his students would brew one of the strongest potions of all time: Amortentia, the most powerful love potion in the world! The students were greeted with a massive, sparkling red heart hanging in the doorway upon entering, and after Culloden shared the sweets everyone had brought for him, the class dove right into the characteristics and properties of love potions. One important thing to distinguish about love potions is that they do not create love, but merely cause infatuation that may present itself as love, but, in reality, is simply manipulation of the drinker's emotions. Upon drinking it, the potion's effects will show immediately and can last for up to an entire day, but will gradually wear off with time. Of course, one of the most prominent characteristics of Amortentia is its smell; the aroma will smell differently to each individual who inhales its fumes, the scent mimicking that of the scents the inhaler finds most attractive. Surprisingly, students found very little difficulty in brewing this advanced potion, with the exception of the Head Girl and Head Boy who experienced their own difficulties along the way, but even with the high success rate, many students left class disappointed that they were not permitted to test the potions they had brewed. Regardless, this showed a high level of responsibility on Culloden's part, and we can all be eternally grateful to him for not stirring up heaps of drama among the already angst-laden student body.
As his time at Hogwarts comes to an end, there is no question that Professor Culloden has certainly made a lasting impact on his students over the last six years, and he will be sorely missed. As Head Boy Zander Adair so eloquently put it, "They ought to change the five 'C's of potion making to six because I couldn't have imagined potions without Professor C. He used to scare me, I'm not gonna lie, but at the end of the day, it's evident that he really cares about all his students and he wants to see us succeed. I mean, he was hard on us most of the time, but that's only because he was great at what he did and he always wanted us to be great, too." A truly touching tribute to a man who has touched all our hearts, Mr. Adair. To Professor Culloden as you take your leave, please take comfort in one nugget of knowledge: your legacy will live on forever. Thanks for the memories, sir. It's been a real treat.
To start off the term, Professor Culloden took to heart Headmaster Botros' new rules to make things more fun and engaging for the students by enacting rules about bringing him food every class and complimenting him every time one saw him. It kind of seemed like a selfish rule at first, but it ended up all in good fun as he never got upset for anyone for not following these rules, but those who remembered simply gained his favor, so there were only things to gain from playing along. He even ended up sharing the abundance of food the students brought with everyone, so it was really a win-win situation for all. There was a minor mishap at the start of his first lesson of the term that almost made it seem as though first year Gryffindor Ellery Borzekowski-Thomas would meet her doom at the hands of Culloden after she took the liberty to write her own instructions for the lesson on the board, but after a brief lecture, the class moved on to discuss some basic potion theory regarding the relationship between potions and transfiguration. Many students were eager to offer up explanations of the similarities between the two, and thus the lesson's potion was revealed: Mutatio Animalia! This potion will turn the drinker into a mundane, not magical, animal for anywhere between fifteen minutes to five hours, depending on the quality of the potion itself, and naturally, this was an extremely exciting potion to be brewing! All one needed was to add the mundane animal part at the very end of the potion-brewing process, and the drinker's appearance would change into that mundane animal, but they would still retain their full human mind! Magnified by the luck that no one died, it was a wicked cool lesson for all and a mighty fine way to start off the term.
Another noteworthy lesson of the term came when Culloden decided his students would brew one of the strongest potions of all time: Amortentia, the most powerful love potion in the world! The students were greeted with a massive, sparkling red heart hanging in the doorway upon entering, and after Culloden shared the sweets everyone had brought for him, the class dove right into the characteristics and properties of love potions. One important thing to distinguish about love potions is that they do not create love, but merely cause infatuation that may present itself as love, but, in reality, is simply manipulation of the drinker's emotions. Upon drinking it, the potion's effects will show immediately and can last for up to an entire day, but will gradually wear off with time. Of course, one of the most prominent characteristics of Amortentia is its smell; the aroma will smell differently to each individual who inhales its fumes, the scent mimicking that of the scents the inhaler finds most attractive. Surprisingly, students found very little difficulty in brewing this advanced potion, with the exception of the Head Girl and Head Boy who experienced their own difficulties along the way, but even with the high success rate, many students left class disappointed that they were not permitted to test the potions they had brewed. Regardless, this showed a high level of responsibility on Culloden's part, and we can all be eternally grateful to him for not stirring up heaps of drama among the already angst-laden student body.
As his time at Hogwarts comes to an end, there is no question that Professor Culloden has certainly made a lasting impact on his students over the last six years, and he will be sorely missed. As Head Boy Zander Adair so eloquently put it, "They ought to change the five 'C's of potion making to six because I couldn't have imagined potions without Professor C. He used to scare me, I'm not gonna lie, but at the end of the day, it's evident that he really cares about all his students and he wants to see us succeed. I mean, he was hard on us most of the time, but that's only because he was great at what he did and he always wanted us to be great, too." A truly touching tribute to a man who has touched all our hearts, Mr. Adair. To Professor Culloden as you take your leave, please take comfort in one nugget of knowledge: your legacy will live on forever. Thanks for the memories, sir. It's been a real treat.
Transfiguration
Beatrice York is one of the fresh faces joining the staff of Hogwarts this term. This Transfiguration professor not only knows her stuff, but is able to present it in a way that’s interesting and informative. Important when you’re teaching at a school where there’s never a dull moment. It doesn’t hurt that this smart cookie has a bit of a sweet tooth. Food and fun make learning all the more enjoyable and this seemed to be the key to York’s success.
The calming sounds of classical cello filled the air as curious students made their way into the first Transfiguration lesson of the term. Professor York seemed curious too, having presented a bowl of Bertie Bott’s Every Flavour Beans to students, wondering if they’d try their hand at picking one that wouldn’t make them barf. This was a big hit, especially among the Hufflepuffs, though sweets are surely the way to any students’ heart. The group continued getting to know each other as class went on, first by hearing York’s history, followed by sharing what they knew about the subject as of late. The focus moved on to the four branches of Transfiguration: Conjurations, Transformations, Untransfigurations, and Vanishments. Students took turns offering spells that fit into these categories, giving the newest addition to the Hogwarts family a way to gauge everyone’s understanding of the way the subject works. Once done, she split the class into groups by grade and gave them a chance to practice some of the subject’s most notable spells. Vera Verto, Lapifors, and Avis were among those listed. After some practice and lots of success, the class was issued one more challenge. The groups had to practice a spell depending on their year, the younger ones having the chance to move up to the next spell if they were ready. First and Second Years were assigned Scribblifors, Third to Fifth years had Reparifarge, and Sixth and Seventh Years practiced Piertotum Locomotor. One thing’s for sure, the first Transfiguration lesson kept the kids quite busy!
Students were met with more music and sweet treats during the next Transfiguration lesson, this time finding each desk housing a different instrument and bowl of lollipops. Luckily for those in the room, a classroom concert didn’t seem to be the reason behind these things. No offence to the class but not everyone was born to play music, ‘kay? First students provided tips and tricks they use to stay focused when performing a spell. Calm, positive thinking seemed to be the method to many people’s magic as well as the occasional pep talk. But what about when you can’t master a spell, do these things still have the same impact then? Many found that stepping away from said spells and calming yourself before coming back to them was the best bet. York seemed to agree as she moved into the first activity of the class, one focused on preparation. A bit of stretching and pronunciation practice had the students feeling prepped and prepared and maybe a little tongue-tied. Next the class was asked to turn worms into matchboxes using Flintifors. They were showed that clear speaking and precise movements were important to success after trying the spell first with poor posture and mumbling, and second with the effort they’d normally use. A good way to hammer home how important accuracy in all areas is to Transfiguration. The last activity of the lesson involved creating ropes and circling them around at varying heights, then turning rocks to dragons and having them catch a fireball. Challenging tasks made a bit easier with the aid of teamwork and encouragement from those the students were working with. Yet another eventful lesson for the term and a lot of good information to have for those interested in this subject.
The calming sounds of classical cello filled the air as curious students made their way into the first Transfiguration lesson of the term. Professor York seemed curious too, having presented a bowl of Bertie Bott’s Every Flavour Beans to students, wondering if they’d try their hand at picking one that wouldn’t make them barf. This was a big hit, especially among the Hufflepuffs, though sweets are surely the way to any students’ heart. The group continued getting to know each other as class went on, first by hearing York’s history, followed by sharing what they knew about the subject as of late. The focus moved on to the four branches of Transfiguration: Conjurations, Transformations, Untransfigurations, and Vanishments. Students took turns offering spells that fit into these categories, giving the newest addition to the Hogwarts family a way to gauge everyone’s understanding of the way the subject works. Once done, she split the class into groups by grade and gave them a chance to practice some of the subject’s most notable spells. Vera Verto, Lapifors, and Avis were among those listed. After some practice and lots of success, the class was issued one more challenge. The groups had to practice a spell depending on their year, the younger ones having the chance to move up to the next spell if they were ready. First and Second Years were assigned Scribblifors, Third to Fifth years had Reparifarge, and Sixth and Seventh Years practiced Piertotum Locomotor. One thing’s for sure, the first Transfiguration lesson kept the kids quite busy!
Students were met with more music and sweet treats during the next Transfiguration lesson, this time finding each desk housing a different instrument and bowl of lollipops. Luckily for those in the room, a classroom concert didn’t seem to be the reason behind these things. No offence to the class but not everyone was born to play music, ‘kay? First students provided tips and tricks they use to stay focused when performing a spell. Calm, positive thinking seemed to be the method to many people’s magic as well as the occasional pep talk. But what about when you can’t master a spell, do these things still have the same impact then? Many found that stepping away from said spells and calming yourself before coming back to them was the best bet. York seemed to agree as she moved into the first activity of the class, one focused on preparation. A bit of stretching and pronunciation practice had the students feeling prepped and prepared and maybe a little tongue-tied. Next the class was asked to turn worms into matchboxes using Flintifors. They were showed that clear speaking and precise movements were important to success after trying the spell first with poor posture and mumbling, and second with the effort they’d normally use. A good way to hammer home how important accuracy in all areas is to Transfiguration. The last activity of the lesson involved creating ropes and circling them around at varying heights, then turning rocks to dragons and having them catch a fireball. Challenging tasks made a bit easier with the aid of teamwork and encouragement from those the students were working with. Yet another eventful lesson for the term and a lot of good information to have for those interested in this subject.