EP.46 Enlightenment, and growth (2)
Mana Transactions, Basic Classroom.
A bell rings in the classroom, signaling the hour.
-Dang, daeng.
The sound of a bell ringing clearly.
When the bell rang about three times.
-Drur.
The door to the classroom opened. The moment the door opens, the air in the classroom instantly becomes heavy.
“·····.”
The students who were chatting fell silent. The students who turned around and chatted also adjusted their posture and sat down. The sound of a writing instrument being taken out and pages being turned can be heard for a while.
Wait a minute.
Eventually, complete silence comes.
Only then did Professor Rossell, who had stopped in front of the door, enter the classroom.
Bruises.
The low sound of shoe heels.
He stands on the podium at a steady pace and glances around the classroom. As always, attendance is not called.
“You’re all there.”
Just a short word.
Professor Rossel pushes up his glasses and narrows his eyes. The students in the front row, facing those blue eyes, were shocked and their shoulders trembled.
“Let’s start class.”
There isn’t much chatter.
The class that started right away was as calm as the waves.
“In the previous class, we taught about the manifestation of higher orders through constraints.”
Don’t rush from the beginning.
Roselle briefly summarized the contents of the previous class as if it were a ripple. It’s not difficult to go with the flow.
This is something I learned once and reviewed while doing assignments. It’s easy to understand.
Students prepare while riding the calm waves.
“···This is the content from the last time.”
Roselle, who finished reviewing, stood in front of the blackboard.
Write a single sentence on the board.
“The topic of today’s class is the relationship between circuits and stars. “It is the most important content in transaction studies.”
The relationship between mana and stars.
Rossel, putting a period in his sentence, looks at the students.
“Let’s get started.”
The calm waves are rippling.
2.
Roselle’s classes follow one flow.
“What can be found in most circuits is a circuit for order stabilization.”
The flow is always the same as mine.
Students who have taken Rossel’s class for a month have a vague understanding of how the flow goes.
“Look at the example.”
Start low.
“It could be a circle surrounding a circuit, or it could be a pattern engraved in the center of the circuit. The purpose is stabilization, but the forms vary.”
Soars high.
“Today I will explain the principles behind the circuit for the ‘stabilization’ of this spell. “I will show you an example.”
Roselle snaps his fingers.
Soon, several circuits appeared in the air. Each one is a circuit containing spells of intermediate or upper level.
Rosell said, pointing to it.
“You probably have this memorized. Most wizards memorize circuits. “I don’t pay attention to how it is drawn or what each line means.”
The circuit disintegrates in thin air.
What remains after being dismantled are the circuits that played a stabilizing role in each spell.
“Look.”
Rossell brings a circuit in the shape of a diagonal line.
“This upper-mid level spell is ‘Mana Explosion.’ Most explosion-type spells remain at the advanced level. However, Mana Explosion is a mid-to-high level spell. “What is the reason?”
Student Mac raised his hand.
Roselle gestured, and he opened his mouth to respond.
“Because it has less power than higher order spells.”
“Why is it so powerful?”
“It’s because there is less mana going into it.”
“So what advantage does this spell have over advanced spells?”
“Well, a more stable… explosion is possible.”
Roselle nods.
“Yes, high-mid spells are used more often than high-level spells. Most of the reason is that although it has less power, it can be expressed more stably than advanced spells.”
Dismantled circuits are aligned in the air.
The circuits lined up next to the mana explosion circuit have certain things in common. This is a commonality that I didn’t see when memorizing it.
From top to bottom.
The circuit curves from below to the right again.
Rossel says, pointing to the circuit.
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“These circuits are respectively the circuits of mana explosion, chain lightning, and fire storm. What these spells have in common is what Mac just said.”
Although it is less powerful than advanced spells, it is capable of stable expression.
“In the circuits of spells that have something in common, something in common is found. “Is this really a coincidence?”
Everyone shakes their heads.
“Between these commonalities, there is a connection with the stars.”
Rossell points to the circuit.
“Don’t you think you’ve seen this shape bending from top to bottom somewhere?”
Someone sighs, “Ah.”
The first thing I noticed was Resty. Resty looks at the workbook she left on her desk.
“···Reduction.”
A type of ‘restriction’ imposed during transactions with stars.
Roselle, who heard the muttering, nods.
“Yes, this is a circuit of restrictions and reduction imposed in the process of dealing with stars.”
Next, Rossell points to a circuit that bends from bottom to right.
“This is a restriction, a circuit of certainty that limits orders to only one direction.”
Specific and savings.
It matches exactly the characteristics of these spells. It has less power than a normal spell, and its range is limited.
At that point, students realize something.
That realization is not certain. It is an enlightenment achieved only through rough intuition.
A realization that will be scattered if not organized.
“Put restrictions on it and lower its power. Instead, it allows you to use higher-level spells.”
Roselle organizes it once.
Don’t let it fall apart.
“That alone is not enough. Add one more restriction. Specifies a broad order in one direction. Instead, some of the lost power of the spell is returned.”
Tuk.
“We imposed two restrictions. The constraints are connected. “A circuit with a new shape is completed.”
Rossell touches the circuit.
“Constraints are negative. When yin is multiplied by yin, what results is yang. “I will explain this again later…”
It refers to the name given to the circuit.
“The circuit where these two constraints, the gain arising from the constraint, are connected is called stability.”
Roselle nods briefly.
“Yes, these are what you commonly call circuits that stabilize spells.”
What you thought you already knew is changed.
*
Stability.
At those words, the students’ faces change.
The circuit for stabilizing spells is the most basic of basics. The first thing to learn when carving a circuit is the circuit for stability.
I drew the circuit over and over again.
Students remember the stability circuit that applies to low-to-mid level spells, even if it is not for upper-middle level spells.
Picture the circuit in your head.
With my eyes, I examine the patterns of constraint circuits that I received in the last class.
It matches.
“ah.”
Someone sighed.
Lament is contagious.
‘Things I’ve used so far.’
Things I just memorized without thinking about it.
‘They were all restrictions used in transactions with stars?’
When what was vaguely apparent becomes clear, it is called enlightenment.
Enlightenment comes suddenly.
It’s sudden, but not unfamiliar.
“Look at the circuits you have memorized, or the ones you memorized as circuits that stabilize spells.”
That is because enlightenment is not just made up of new knowledge gained today.
“Look at the circuits of constraints we covered in the last class. Can you see it now?”
Where does that realization come from?
“The things you have always dealt with are ultimately things that came out of the process of dealing with the stars.”
It comes from things we take for granted.
Enlightenment comes from things you are sure you know.
“In this way, stars are connected to the most basic things. Things you take for granted, things you haven’t thought deeply about. Things that are widely known and used.”
Roselle spoke after a moment.
“Stars dwell in the most basic things.”
The flow that soared high heads downward again. With the calming waves, you can take a moment to relax.
Students move their pens.
Convert the realization you just gained into lines of text and record it.
Square, square.
For a while, only the sound of a pen grazing paper continues. However, not everyone has a pen in hand. There is someone who does not hold a pen.
She blinks.
“·····.”
She is speechless.
“···ah.”
She opens her lips slightly.
A small murmur escapes between small open lips.
“It’s like this.”
Most students don’t hear that.
However, the girl next to her heard it.
“···?”
Resty finished taking notes and looked to the side. She overheard her muttering.
Professor Rania.
Her eyes are revealed through her flowing hair. Her blue eyes contain a light I have never seen before.
Tuk.
She touches the paper.
The paper is filled with lines of text. It is a spell that transfers what you think onto paper.
Because I just transfer my thoughts.
The lines written on the paper are messy.
Words that cannot form sentences are floating around. Letters that did not become words are fragmented and take up part of the writing.
Tuk.
She touches the paper again.
Letters are combined to make words.
Tuk.
Words are combined to make sentences.
The sentences are rearranged. The rearranged sentences are sequential. That’s how the writing is organized.
“·····.”
The process is excessively quiet.
Resty stared in fascination at the lines filling the paper, then turned his gaze to his own paper again.
‘···What did you see?’
I do not know. However, if you focus on that, you will miss the flow.
“I will continue.”
At that moment, Roselle opens her mouth. Resty shook his head and focused on his paper.
3.
Roselle’s class continues.
Students sometimes don’t understand what they say. But when a flow is completed, students understand it. It all repeats over and over again.
Something comes up that you don’t understand.
Students blink and look at the blackboard.
Raniel looks at the students with narrowed eyes.
There continues to be content that I don’t understand.
Students roll writing instruments while holding their heads.
Touch Raniel’s paper.
The flow continues, and it suddenly makes sense.
Students transcribe their understanding onto paper.
Raniel organizes what he realized in his head.
Class continues.
Take the same class. However, what you gain from classes varies.
Somebody understands.
Some people gain enlightenment from understanding.
Rossel does the writing. The problem is that there is a blank space in one line of sentence. Ask them to fill in the blanks in the question.
Students fill in the blanks while listening to class.
While observing the class, Raniel erases sentences.
Students complete the sentences by filling in the blanks.
Raniel breaks down words to create sentences.
An hour passes.
Students accept Rossell’s teachings.
Raniel makes the teachings his own.
Two hours pass.
The two hours are not the same for everyone.
“I’ll stop here.”
When three hours had passed, the class ended. Roselle leaves, and then the students leave.
Only Raniel and Resty remain in the empty classroom.
Raniel slowly closes his eyes.
Before she knew it, the large piece of paper contained all of her thoughts.
Understanding is sudden.
Although it was sudden, the understanding was not achieved in an instant. It is an understanding that comes from past experiences.
Rossell’s class is like that.
His class did not consist of the enlightenment he gained here. It is related to old experiences. Don’t look for answers in a completely new way.
Raniel thinks back to the past ten days.
In McHart’s class, she realized how she was viewed.
I learned how to approach students in Charlotte’s class.
In Lute’s class, I realized which words should be arranged and how to make them easier to understand.
I realized how to understand the level of students in Kurte’s class and Gerekt’s class.
Lastly, your own teacher.
In Rossel’s class, Raniel realizes. No, it’s more of a flow than an epiphany.
A stream passes through enlightenment.
What I have learned from other professors’ classes over the past ten days leads to one thing. It is one continuous flow.
Roselle suggested the direction in which Raniel should go.
However, it did not drag.
How will you walk that path?
That is entirely Raniel’s responsibility. And, Raniel does not just walk down a prepared path.
Change it according to your understanding.
Raniel searches for answers.
From your own realization.
A word from the author (author review)
A proper magic class.
Also, I think it was a bit late as I was thinking about how to depict the scene where the main character gains enlightenment.
Thank you for your patience!
*I was planning to serialize it on Tuesday as well, but I don’t think I can serialize it on Tuesday due to the urgent deadline for the final assignment.
I will keep the series published 5 times a week…
