| Antipodean Opaleye
Join Date: Feb 2008 Location: making playlists
Posts: 9,746
Hogwarts RPG Name:
Maggie Woods
Gryffindor Seventh Year
Hogwarts RPG Name:
Levi Jourdan
Slytherin Sixth Year  x4  x2
|  PHILOMATH ❅ not one atom, but two ♪ ♪ made of starstuff ❅ def main():
Text Cut: Austin Quote:
Originally Posted by 2111jen 
Austin took a small breath and let it out a few times.
Just talk. It'll be okay. Just talk.
"No," he said quietly. "I did bring my wand. I just don't understand the lesson," he said.
"Which part exactly did you not understand?" Ayana asked, not unkindly, but a little skeptical. Did he not see his fellow peers practicing? The analysis portion she could accept as being difficult to swallow, especially for first year students, but a little wand waving? Hmm.
Text Cut: Archer Quote:
Originally Posted by lazykitty Now that she had the incantation down (even the professor said so!), it was time to actually perform the spell. "Emfanizou Arithmou," she recited, moving her wand in the required clockwise direction (ha, clockwise at a clock). Once all the numbers had appeared, Archer put down her wand and picked up her quill, quickly jotting down the digits before they could disappear.
The news of some of the number meanings being different didn't really faze her. They usually changed outside of the whole 'life path number' system, so it was nothing new to her. What was interesting, though, was that they were starting with the fourth digit. She made note of that, along with the why, before flipping her textbook to the page so that she wouldn't have to constantly look back at the board.
Okay, so her object's fourth digit was a zero which apparently meant 'death, finality, unnatural or emptiness, nothing, decay'. Well, if that wasn't completely obvious.
And now that was written out, it was time to analyze the whole thing.
Ayana continued moving between the students, glancing down at the parchments of those who were successfully completing their analysis. "Very interesting observations," Ayana nodded, appreciating the instant recognition of the non magical object, and the nature of the break. "I wonder, what do you think of the '2' over here? How would collaboration work into your analysis? A duality of sorts? Combined with the structured nature of four?" Hmm. Very interesting. Ayana smiled at Archer, proud of the good work.
Text Cut: Thomas Quote:
Originally Posted by Weasley174 Thomas smiled and watch the Professor demonstrate the spell again, he listened carefully and suddenly he realised where he was going wrong. ""Emfanizo Arithmou!" Thomas muttered under his breath, just to make sure he had got it right, it sounded right.
""Emfanizo Arithmou!" Thomas did the wand movement exactly the same way as the Professor had shown him, and he suddenly saw numbers appear.
8 1 2 8 7 6 9
Thomas sat in awe, this was simple so amazing, he wondered what it would be like if some muggle used something like this in a magic trick.
Oh, alright. "No analysis yet Thomas?" Ayana glanced at the lack of an explanation on his parchment, but she did appreciate the look of wonder on his face. Best get a move on with it though, before she had to call the lesson to a close and he'd be left to fend for himself with the homework.
Text Cut: Eleanor Quote:
Originally Posted by Nordic Witch
Ellie opened her textbook on page 35 as she listened to what Professor Sissay said about analysing numbers. When a lot of info appeared on the blackboard she was glad that she had it already in her text books. Copying down all those notes and still paying full attention Professor Sissay’s instructions would have proven difficult. As it was now she didn’t need to and could worry a little right away at the announcement that they were going to be analysing the meaning of the numbers of their chosen objects. Analysation had never been Ellie’s strongest or best part. She let her eyes glance around at her other peers before she decided that it was better to complete the activity alone.
Sticking her quill to the parchment Ellie started to write down her numbers, meanings and analysation for her elephant. Would she get to keep the elephant when the lesson was over? A silly thought that she quickly pushed away as she refocused on the task at hand. Several minutes later Ellie put her quill down to scan over her analysis, happy with her result. She had tried and that was all that Professor Sissay expected from them right?
A colourful description! Ayana smiled as she looked down at Eleanor's work. They all began somewhere. "Wonderful. What about this number nine, right here?" Ayana pointed at it in her notes, humming as she thought. "What is complex, of a high degree, in the object you have picked?" Yes, the elephants were cute, but she had a subject to teach.
Text Cut: Avalon Quote:
Originally Posted by Fireheart Avalon had just started to scribble down the numerical analysis chart on her parchment when she heard Professor Sissay remind them that the information was available in their textbooks. Crossing out the one line she had gotten through, she opened her textbook to page 35. She would definitely need to reference it for her analysis.
She had never practiced analysis before, and Avalon was a bit nervous at how she would do. She considered asking someone to work with her, but it seemed like a lot of people had already paired off together. Oh well. She was content with working alone for now! She picked up her little elephant again, peering at it from all angles before referring down to her parchment for the corresponding numbers: 2397488. Avalon copied down the corresponding descriptions for each number first, making sure to underline the most important numbers. SPOILER!!: Notes
2397488 - Elephant
2: duality, unity, collaboration
3: foundation, versatility, growth
9: complexity, high leveled, intricate
7:power, shape-shifting, superiority
4: severe, structured, rigorous
Double 8: Very common to find in animals and in objects full of life, such as animated portraits.
Analysis: It makes sense that a double eight appears in this number set, because the pair is commonly found in lively objects and animals. The center number, 7, could refer to the sheer size of an elephant and its majestic nature. Some of the other numbers indicate growth and complexity (due to it being a living organism). The only number that doesn't really make sense to me is 2 - how is duality and collaboration associated with elephants?
Well, her analysis wasn't the most creative. It was fairly surface-level. But Avalon found it interesting that the elephant they were working with was quite little. Was it just a model, or was it the real thing that Professor Sissay had shrunk down? She raised her hand, suddenly very curious. "Professor, these elephants aren't real animals, right? Just animated figures? If so, why is it that their numbers feature a double 8? Is arithmancy generalizable even to models of an object?" Was she making sense? She felt like her question was a bit unclear. "So, for example, if I was to perform the same analysis on an inanimate object that symbolized a living thing - like a stuffed animal - would I get the same results as if I performed it on the actual animal?"
After Avalon finished writing her own analysis, she noticed a Gryffindor student a few seats away from her who was also working alone. She looked to be a third or fourth year, and she also was looking at the elephant. "Would you like to compare analyses?" Avalon asked, giving her a friendly smile. "My name's Avalon, by the way. It looks like we picked the same object." She held out her palm so the girl could see her elephant. "I have no clue if I'm even on the right track," she added with a laugh.
By the numbers, this little one was eager, and Ayana was more than happy to supply some answers. But, first, she walked over to glance down at little Avalon's work. Hmm. Seven as a majestic.. hmm.. Very interesting. "Certainly not real animals no," that would be quite cruel to the elephants, and Ayana wasn't interesting in anything that involved cruelty of any kind. "But they're a very good imitation," her eyes twinkled a little, her fingers rolling out of habit. Arithmancy had lots of uses.
"I believe that's for you to tell me however," Ayana smiled at the following questions, all very good points, all excellent things for her students to think about! "If I were to present you with a real life elephant, out in the wild, do you think it would have two eights as well? Maybe it would have three? Maybe eight would be its' centre number?" Ayana provided suggestions with a soft grin. "And I would think about the seven again, as the center number here. What do you think it means? Dive a little deeper." That was the key to all good results! Always dive a little deeper than one feels comfortable with.
Text Cut: Holly Quote:
Originally Posted by Stormdancer Intime with… Ooohhhh …. Okay… Holly’s eyebrows scrunched inwards as she started again, she had just started to do the incantation again when the Professor called everyone’s attention together. Jumping Jinx’s. She was out of time. Nibbling on her bottom lip, the Slytherin felt stupid for not getting the charm to work properly for her… but she guessed there was always extra time and homework to get it right. That’s what the Professor had just said… homework. Yay.
Looking between the board, and flicking her textbook to page 35, Holly nodded a little. Okay. So the numbers and the one digit system were described here… Each number meant something different… Combinations could mean something else… They all meant something when added together… Middle number was the most important.
As the Professor spoke, Holly looked down at her own parchment. She blinked and looked at the number for the clock… and then at the meaning for the ‘0’. ”Huh.” She muttered to herself, quill running over her bottom lip.
Looking around her, for anyone that was looking for a partner, she motioned excitedly at the clock in front of her. ”The main number is o! That means Finality, Nothing and dual purpose… Well, a clock only shows twelve hours and yet there were twenty-four in every day,… Every minute that passed was final, but there was no end to the time that was to come. That’s completely a dual purpose.. How cool is that?” She wasn’t really talking to anyone in particular… just… hoping someone thought it was as cool as she did? SPOILER!!: notes for Clock
Object: Broken Clock
Number: 8 4 2 0 1 6 0
Centre: 0 - DUAL PURPOSE - death, finality, unnatural OR emptiness, nothing, decay
Combinations / Meanings
8 - infinity, repeatable, life
4 - severe, structured, rigorous
2 - duality, unity, collaboration
Zero one (01) - Often appears in muggle made objects (plastic and other unnatural materials) and machinery that does not have magical use.
Six zero (60) - a negative event happened to the object being analysed and it's very reason for existing has been removed.
Writing out the rest of her notes, she tried to spot anything else that could be gleaned about her clock - still very happy about the centre number. Infinite, repeatable structure that unites and collaborates time… It was definitely a muggle, non-magical item… and well. It was broken! So of course something bad had happened.
Her poor clock!
Ayana was very much amused by young Holly's musings, even if they were a little loud. And directed at seemingly no one in particular, so Ayana assumed she was the target of that little bit of insight. "What can the numbers tell you that you don't already know Holly?" That's the question she'd like answered.
Text Cut: Kaiser Quote:
Originally Posted by Felixir Hearing Professor Sissay's... request? No, more like instruction... Kaiser moved his chair back onto all four legs again, a little more quietly than he had last time. But the urge to balance on two legs was now even more stronger than it had been before she had told him not to do it. He tried to keep himself busy by tracing the numbers he had written down over and over again, so they were soon printed on his parchment in extra thick lines. Before long, though, they were moving on.
One thing Kaiser was sure of; if this lesson was just the basics and he was already struggling with it, he had very little hope for the rest of the term. He listened to Professor Sissay's instructions, but realised after not that long that he had started to glaze over again. Shaking his head as though to clear it, he tried to tune in once more.
Once they were told to get on with it, Kaiser paused and looked around to see what everyone around him was doing, and maybe sneaking a peek at his neighbours' parchments here and there. Analysing the numbers, right. He pulled his parchment towards him and started his own work.
Hmm. A little on the short side, Ayana noted as she walked beside Kaiser's desk. "Rather than referencing what you immediately see, perhaps try and work out why the number series begins with a two and a nine? A peculiar combination, very rich in meaning," she suggested, confident that Kaiser has more to offer than just this one line. All combinations were rich in meaning, any and all of them, so a 29 must be very interesting as well.
Text Cut: Vita Quote:
Originally Posted by TakemetotheBurrow Vita flipped open her book so she had everything she'd need to know right in front of her, knowing she'd need to go back and reference often. She still wasn't feeling completely confident about this whole Arithmancy thing, but she could pretend and she could certainly draw conclusions based on the information she was looking at, even if she wasn't sure they'd be correct.
SPOILER!!: Analysis
Vita Mallari
Slytherin, Year 7
Broken Clock Analysis
8 4 2 0 1 6 0
Looking at the central digit, 0, it shows a connection between the broken clock and the ideas of death and finality. Clocks show the passage of time, and one could say that when your metaphorical clock stops, that means your time in this world has come to an end. A broken clock could certainly represent the end of a person's life. It could also mean emptiness and decay. The clock is broken, dead, so to speak. So perhaps it is empty, useless to anyone now. It's a bit sad to think about. The 6 0 is another clue that the clock is empty, so to speak. The combination of numbers means that something negative and bad happened to the item, and it was stripped of its usefulness.
The 8 is connected to life and infinity. Clocks do go round and round, showing the passage of time for as long as they're operational. On a deeper level, the clock while it worked could've represented the time someone had in their life to accomplish things.
The 4 makes sense when you think about the relation to structure. Clocks provide a way to organize your life, really.
The 2 and the connection to duality could relate to the ideas of life and death touched upon in some of the other numbers.
The 1 on its own doesn't make as much sense to me, but the 0 1 combination represents muggle objects with no magical use and from previous numbers, we have learned this broken clock's purpose has been stripped away, leaving it just a mundane object.
Ayana was very proud of Vita's work, very much so. She almost had nothing to add. ... Almost. Yes. Ayana always had something to add, something to dive into, something to expand. That's what Arithmancy and number analysis was all about. "Vita this is wonderful work, really well done," she began, hoping the girl would hand in the same level of thinking in her homework. "Think a little bit more about that 'one'. Numbers rarely show up for no reason, and more often than not they have several meanings, depending on the depth of your analysis. What about the meanings of 'one' that you have seen? What do independence and a certain amount of this 'energy' mean? Perhaps joined together, these two interpretations could lead to a stronger analysis."
She would, of course, be getting into this very subject in her next lessons, but she wanted Vita to begin considering the subject. Train the mind to think in the way of numbers.
Text Cut: Eniola Quote:
Originally Posted by gritandgrace Eniola beamed, very happy at any praise from her professors.
Eniola continued to take notes and started to really get interested in the class. Who knew that Arithmancy could be interesting? Go figure! She thought to herself as she read over her notebook. SPOILER!!: Notebook
The Single Digit System
0 - DUAL PURPOSE - death, finality, unnatural OR emptiness, nothing, decay
1 - independence, energetic, solitude
2 - duality, unity, collaboration
3 - foundation, versatility, growth
4 - severe, structured, rigorous
5 - average, adaptable, change
6 - chaotic, disorder, scatter
7 - power, shape-shifting, superiority
8 - infinity, repeatable, life
9 - complexity, high leveled, intricate
Analysis Numbers
Elephant - 2 3 9 7 4 8 8
Coin bag - 6 9 4 3 7 5 0 [foundation, versatility and growth. No double digits! What does that mean?]
Flutterby bush - 8 1 2 8 7 6 9
Broken clock - 8 4 2 0 1 6 0
Joystick - 2 9 0 0 0 0 1
Caterwhauling charm - 6 4 4 7 5 9 9
Common Combinations
These commonly appear in many analyses, and often signify the following:
Double nine (99) or double seven (77): immense power, nine in effect and seven in magical potency. Generally, repeating numbers signify more of that property, or two properties within that number that overlap.
Six zero (60) - a negative event happened to the object being analysed and it's very reason for existing has been removed.
Double zero (or more) (00) - Very little magical properties and/or use, or an object that is very old and decayed.
Zero one (01) - Often appears in muggle made objects (plastic and other unnatural materials) and machinery that does not have magical use.
Double eight (88) - Very common to find in animals and in objects full of life, such as animated portraits.
Raising her hand she asked the Professor, "Sorry, Professor, but I chose the coin bag and I don't see any double digits or repeating numbers. Now, the number three is associated with foundation, versatility and growth it says so that would be the main purpose, but then could the focus of different numbers be more emphasized depending on if there was a charm placed on the coin bag...like say an Undetectable Extension Charm? I feel like that would emphasize then nine, seven or five in their meanings. Or is there another way to analyze when there's no known patterns?" She knew it was a bit much, but how else was she supposed to analyze the object. it's not like she had the easy go with already having her combinations laid out for her.
Another one with a good head on her shoulders. Ayana smiled at Eniola, and waited for her to finish. She was a little confused at the girl's thinking methods, but she laid out good predictions for the rest of their coursework during this module. Had she already finished reading the textbook? Hmm. And why had she apologised? Quite pointless. "You tell me, Eniola. It would certainly be logical that any charm would affect the very nature of the object it has been placed on, no?" Otherwise, this whole method was rather useless, and it was anything but. So much magic rested on the shoulders of the discoveries made using natural number analyses.
"The middle figure, in this case a three, is always the emphasis in the analysis. However, why would unknown patterns faze you?" Ayana asked with a bright smile. "Common patterns are common, but they're not everywhere. What do you think each of these numbers mean? What do they mean in conjunction with each other? These are the sorts of analyses I'm looking for, and what we will be doing for the next few weeks." So if she didn't quite get it now, or if Ayana hadn't quite answered sufficiently, there was still more to come. Plenty more.
Text Cut: Lucas Quote:
Originally Posted by hermionesclone Before he knew it, Sissay's words reached his ears and he tore his eyes away from his work to look at her. Always hold the spell in mind? He frowned slightly in thought, really trying to consider her words, before asking, "Is it a difficult spell?" Mostly because he wanted to know if it was beyond his year or....... well.
Yeah.
Uh.
Before he could so much as take a deep breath, it sounded as though the Professor was moving on with the lesson. The frown was back, but this time at the thought of having extra homework, just because he couldn't get the spell right. The thought of doing extra homework during the first weekend of the term didn't sit well with him at all.
Lucas let out a small sigh before swapping his wand for his quill and moving onto the next part: analysing.
Text Cut: Parchment Object: Elephant
Analysis Numbers: 2 3 9 7 4 8 8
Single Digit System:
2 - duality, unity, collaboration
3 - foundation, versatility, growth
9 - complexity, high leveled, intricate
4 - severe, structured, rigorous
Centre Number:
7 - power, shape-shifting, superiority
Common Combinations:
Double eight (88) - Very common to find in animals and in objects full of life, such as animated portraits.
Analysis:
My object is an animated elephant and, from these numbers, it's clear that there's a lot to unpack. The double eight combination means that the object is animated, which is true in the way it's currently trying to climb into my inkpot (don't do that, Dani the elephant). The central number in this system is 7, a number that signifies power, shape-shifting and superiority. I was confused about how this could combine with elephants but I guess, when you think about it, they are really powerful. They're normally HUGE and they've been around for a very long time, surviving a lot of things in the process.
Elephants are also very good when it comes to family. I don't speak elephant but it looks like they have a very strong bond with their family members and look out for each other in the wild. It's nice. You always see them walking around in packs together, especially if there's a young involved. Plus, they survive in very hot weather and I think they can retain water for a long time? That's cool. It shows that it's not only their skin that's tough, all of them is tough.
I don't know what else to analyse here. Elephants are cool.
If nothing else, Ayana greatly appreciated young Lucas' affection for elephants. She shared it wholeheartedly, but likely for more selfish reasons. Nudging the small elephant away from the inkpot, Ayana peered down at Lucas' analysis more closely. She had to take a moment to compose herself, she really was quite amused. Especially that last sentence. By Hypatia, Lucas Dakest was a little funny man. "Your affection for, hmm, Dani the Elephant aside," she supposed he'd like to keep the little elephant then? "what part of what you wrote here could be confirmed by the numbers presented? You mentioned a pack, a family.. Perhaps that could complement the two? A collaborative effort to live," Ayana smiled, trying to nudge him in the right direction from the opposite side of the analysis.
Some Arithmancy teachers began with having the students match what they see to the numbers, and then reverse the focus but Ayana believed that to be a waste of time. It might be a little difficult at first, but this way no one would be reverse analysing anything in their exams. By the numbers, she never wanted to see anything of the sort ever again.
Text Cut: Tina Quote:
Originally Posted by MadMadamMalfoy Tina had just successfully cast her number revealing charm when she saw Professor Sissay headed her way. She nodded, smiling slightly in reply to the professor's praise. Finally something this lesson was going right! Tina was feeling pleased with herself for mastering the spell fairly quickly, but her confidence didn't last long. She understood the number meanings and the basic concept of arithmaelthilogy; it was her ability to translate those concepts into an analysis that she doubted.
Tina glanced at the number sequence she'd written down before cross referencing page 35 of her textbook. Okay, so the center number was 8, and that meant… infinity, repeatable, life. That made sense; a flutterbye bush was a living thing, after all. She examined the numbers again, this time looking for any of the common combinations, but she found none. There were two 8s in the sequence, but they weren't next to each other so that probably didn't count. Hmm… two 8s but not double eights. Tina thought for a minute. Did that mean a plant like a flutterbye bush was less full of life than an animal like the tiny elephants?
The dark-haired Ravenclaw then looked at the other numbers in the sequence: 1, 2, 7, 6, and 9. She thought back to things she already knew about the flutterbye bush. The meanings of the 7 and 9 made themselves clear fairly quickly. She also had an idea what the 1 could mean, but she was stuck on the 2 and 6. After several minutes of thinking and poring over her textbook, she came up with her. best guess and wrote her analysis:
Text Cut: Tina's analysis
Object: flutterbye bush
Number sequence: 8 1 2 8 7 6 9
Center number: 8 (infinity, repeatable, life)
Other numbers:
1 (independence, energetic, solitude
2 (duality, unity, collaboration)
7 (power, shape-shifting, superiority)
6 (chaotic, disorder, scatter)
9 (complexity, high leveled,levelicate)
The flutterbye bush is a magical plant that blooms once a century and can change change its scent to attract the unwary. Right off the bat, that explains the center number of 8. 8 represents infinity, repeatable, life; the flutterbye bush is a living organism. That could explain the numbers 7 and the 9. 7 means power and shape-shifting, and the flutterbye bush has the power to change its scent… and if you squint, that ability is kind of similar to shape-shifting. It would have to have some level of complexity and intricacy, as represented by the number 9, to be able to do that.
The 1 represents independence, energetic, and solitude. Could that refer to the plant's ability represents its smell by itself? The meanings of 2 and 6 are a bit less apparent. 2 means duality, unity, and collaboration, which seems at odds with the number 1's meaning at first. Maybe the duality part is referring to the plant's adaptability? I'm not exactly sure how the 6 fits in. 6 means chaotic, disorder, or scatter. There doesn't seem to be anything chaotic about the flutterbye bush, unless the 6 refers not so much to the bush itself but the person smelling the flowers. You never know what the flutterbye flower's scent is going to be, so one could argue that uncertainty creates a sense of chaos.
Finally satisfied with her dindings, Tina put down her quill and looked over her work. Her analysis was probably way off the mark, but it was the best she had.
Oh. Well. Spoke too soon. As Ayana glanced down at Tina's work, she nodded and hummed at certain parts, and was quite silent at others. "Always remember that the numbers are here to help us learn more information on the objects we are analysing," Ayana began, smiling at the young woman. "It is good to make sure our assumptions of the object are correct, as you have done here. But I'm asking, what else could you learn? I'd like for you to discover something about this specific plant that you did not know before," Ayana nodded as she spoke, and paused to allow the girl some thinking time.
"Remember, this plant in front of you might be different from a flutterby bush that's growing outside, or in another continent, or one I'd analyse during a different season!" Ayana had taken great measures to make sure all the objects in the current class would provide identical numbers, but outside of the classroom setting that was much rarer. "We use the analysis to learn more, to dive deeper into the magic of the plant, into its uses and its origins, its purposes and its history." Trusting she had provided enough food for thought, Ayana offered another gentle smile before gliding to the next student.
Text Cut: Indigo Quote:
Originally Posted by littledhampir Indigo was very confused. This was not the sort of thing that was clicking very well in his mind. Maybe somebody could help him later, like Presley or Vita if either one of them was better at this than he was. But for now he had to try to figure this out, and analyze the numbers that had floated above his coin bag. He had them written down in his notes: 6 9 4 3 7 5 0.
The fourth number was a three, which would apparently say something about the main state or guiding force of this object. Three meant foundation, versatility, and growth, apparently. That made sense, yeah? Growth as in financial growth. More money could be added to it. Versatility made sense too. It was a coin pouch but it could technically be used to put whatever you wanted in it, so it was versatile. He wasn't sure what foundation meant but two out of three was fine, wasn't it? What was he supposed to do with the rest of the numbers? He glanced at the list of common combinations, but his string of numbers didn't have any of them. There were no double numbers. 60 meant something but all he had was 50, did that mean something too? 6 meant chaotic and 0 meant death or nothingness, so that sort of made sense that 60 referred to a negative event. By that same logic maybe the 5 and the 0 worked together. Part of what 5 could mean was change, while 0 could mean emptiness. Could it be that those two together meant that this object used to be empty and an event changed that? That made sense for a coin pouch, yeah?
That was about as much as Indigo could reason. He scooted close to Vita. "Does this make any sense to you?" They couldn't exactly work together because they had different object, but the professor had said they could work in pairs so he could talk to her, yeah?
Indigo hadn't seemed to have written anything, which was a shame. She saw him lean towards Vita, and felt reassured. She had provided a wonderful answer earlier, Ayana was sure Indigo would come to an analysis before the lesson was over.
Ayana walked between the different tables, making sure to speak to each student in the time she had left. Golden robes swished as she suddenly spun and headed back to the front of the class, noticing the time and realising her very first lesson here at Hogwarts had come to an end. Waving her hands, she clapped once for the hubbub to die down, and for the attention to return to her. "Well done class, I'm very very proud of the progress we have made this lesson, and of all your various analyses of your objects. Our lesson is coming to an end, so if there is anything you feel you don't understand, please make sure to come to my office or ask your peers, because what we have learned to day will be the base of our entire semester!" Isn't that great! Ayana beamed at them all.
"As a closing note, I'd like to speak about one last thing that I saw crop up in some of your work. These numbers that we have revealed, they signify the very immediate state of the object you are analysing. While the middle number doesn't often change unless a cataclysmic even has befallen the object - our clocks are a good example of this - the nature of an object is often subject to constant change, depending on its state. If we repaired the broken clock, or we analysed a real elephant in its natural habitat and original size, or if we returned to the caterwhauling charm after several days, the phase, the state, the nature of the object we are analysing will very likely be different. The number revealing charm is often used by potioneers to check that their ingredients are in good condition, or by herbologists to make sure the specimen has reached its full potential before they pick.
More examples are much like what we have already spoken about in this lesson. Knowing the magical analysis of plants often help wandmakers pick the best ones for each specific wand. Cursebreakers learn about the ways the curse is affecting its vessel or the area its applied to, while curse makers," Ayana looked around the room with twinkling eyes, "often use the analysis to choose the best vessel for the curse. The applications are endless, as you can only imagine.
I would like you, as homework, to go out and analyse objects around the castle and the gorunds. See what you can learn about the world you live in, magical or not. You may analyse up to three objects. Please hand in a four to five inch essay by our next lesson. In addition, anyone who wishes to keep the object they worked on today is allowed to do so." Because, she already foresaw that question coming. Some had developed an interesting bond with their little elephants.
Ayana turned and tapped the board one last time, to reveal the same homework instructions she had just detailed verbally. Excellent! What a wonderful start to the term! Her first lesson had passed without a hitch, and she had a bright group of students who were ready to learn. Ayana was happy, very happy indeed.
"Class dismissed!"
OOC: We've just about reached the end of the lesson. Time to wrap up! You may still post your characters analysing and offering up suggestions, or your character could run very fast in the opposite direction of Ayana if they feel like it ^__^. Thank you for attending the first Arithmancy lesson of the term and my personal first lesson ever! I'll be closing this thread in roughly 24 hours.
In regards to the homework; these numbers are naturally occurring in nature, meaning that the spell uncovers them. If you would like to RP this homework out, feel free to make up your numbers based on the list provided, or for a challenge, try and randomize them and see what happens! Perhaps your character has stumbled upon a very powerful blade of grass!! Very exciting.
Happy RPing!
__________________ yeah I like tеlling stories________________________
but I don't have to write them in ink_____
_____________I could still change the end |