Professor Skies

November 08, 2012 2:17 PM
“Good morning class. Don't mind the tree, its use will become quite apparent,” Professor Skies greeted her intermediate class as they assembled. Her desk had been pushed to one side of the room and in the other corner was an apple tree. It was small, by apple tree standards, but still quite large in comparison with the room, and therefore definitely very noticeable and distracting.

“Today we are looking at switching spells. I appreciate that this may be something that you have covered before but they are a large branch of Transfiguration and thus come into the curriculum at many levels, and with different degrees of difficulty. First, we will begin by recapping a little about them and their uses. Can anyone tell me something that makes a switching spell more useful than other types of Transfiguration?” she asked. She had asked the class to read the chapter on switching over the break, and so hoped they would be full of ideas. She chose a few of the people who raised their hands, confirming or slightly recasting their answers as necessary. “Good, well done. And can anyone tell me the major downside?” she cast around until she got the answer she was looking for.

“Good. Initially it was believed that both objects had to be within the wizard of witch's field of vision. Therefore switches were generally used with things outside of one's reach. However, as people experimented more over time, they found that objects could be switched so long as the witch or wizard knew the location of what they wanted to switch. I draw upon this type of switch quite often with my materials for classes. If I am bringing extra books in, rather than lug all of them across the castle, I can simply bring the set for my first class,” she held up a first year transfiguration book, “And then switch them for my next class,” she demonstrated, the book in front of her disappearing and being replaced with an intermediate book, “So long as I know where they are and so long as I am not bound by any other problems. For example, if I realised I had left them all at home, I could try all I liked but I would not be able to switch them, as that would involve exchanging objects by spellwork over a magical ward, which it prevents in most cases. It is similar, in principle, to the summoning Charm. I can call things to me, across great distances, so long as I know where they are. I cannot, for example, cast 'accio penguin,' and expect one to appear,” she explained, actually casting the charm to prove her point and because it always caused a few people to turn around and look, just in case. “If I am at the zoo however, it is very handy for smuggling one into my handbag as a present for my daughters,” she smiled. Behind her, the chalk scribbled on the board; Disclaimer – your professor does not condone or encourage the stealing of zoo animals!

“The extent to which transfigurations are switches is hotly debated. For example, if I ask my first years to turn pebbles into buttons, they all have concepts of buttons, they probable all know where some buttons are. Most people would argue that they are changing the form of the object in front of them, and that this is distinct to switching it for a definite other object. However, once you get into how that process actually takes place, there is suddenly a lot of debate on the matter. This subject will form your essay assignment for the term. You will write five feet, to be submitted at your last class this year, on the following subject,” the chalk behind her scribbled up 'All transfigurations are switches; discuss.' “You may hand a draft to me half way through the term for corrections and guidance if you wish. Fifth years, you may hand yours in a fortnight early if you wish, so that you may receive the marked copy before sitting your CATS.” Other years were, she supposed, welcome to hand things in early if they really wanted to, it just wasn't going to them their marks any time sooner.

“Today, we are going to work on switching a non-living object for a living one, though not quite an animate one. You will receive a ball and I want you to try to switch it for an apple on the tree. As per usual, the closeness in resemblance of the objects has an effect. And, as with all switching spells, the distance over which you are casting does too. Therefore third years will have tennis balls, and – once I have finished speaking - I would like you to all come down to the front row. Fourth years, you will have Quaffles and be in the middle. Fifth years, you get beach balls and can probably guess where to work from,” she smiled.

“As you should know, you look to the target of your spell – or if is absent, visualise it and its location – but use the name of the object with which is being switched. For example, 'Suppono Quaffle',” she demonstrated. With a small 'puff' the topmost Quaffle on the box was replaced with an apple. If the students glanced towards the tree, they would see the sports ball hanging from its branches. She swapped them back. “The wand movement begins at the object with you, swoops down and round in a sideways figure of eight then back to the one in front of you, but not closing the last loop,” the chalk scribbled a helpful diagram on the board, along with the spell.

“The apples that you will hopefully end up with in front of you may look perfectly edible but I would prefer to collect them in at the end just to be on the safe side. Your homework for this lesson will be to look up Gamp's Law and the arguments for and against switched food being real and safe to eat. To make up for you not getting to take your apples away, and to tie in with our school event this year, whoever in each year turns in the best end of term essay will receive a toffee apple at the bonfire as a reward. The same goes for the person in each year who shows the best practical work – this could either be outright ability or progress from where we start, so don't be disheartened if you don't get it right away.”

Wish a swish of her wand she moved the tree front and centre and put the boxes of sports balls on the end of the appropriate rows.

“Call on me or each other for help, and off you go,” she instructed.

OOC – The usual rules apply. Feel free to fill in the blanks where Selina has asked the class questions.
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0 Professor Skies Intermediate Class - Oh Apple Tree, Oh Apple Tree 26 Professor Skies 1 5