Astronomy
Hope you brought your telescopes, because Professor Simran Sandhu served up another term full of mystical and magic classes that were out of this world. Just like the other professors, Professor Sandhu had to juggle not only rigorous lesson planning, but also had to work around the schedule of her Beauxbatons counterpart.
This term focused on the application of astronomy to every day life. In one of the lessons during the Sindhu, the students were challenged to think about how astronomy affects our lives in all aspects of magic - from Care of Magical Creatures to Divination and Charms, students thought outside the box to come up with creative answers. The question was a segway into the real subject of the lesson - star charts! A very important topic for any young witch or wizard to master (especially ahead of exams!) As a reward for a great lesson, Sandhu allowed students to experience a zero gravity atmosphere and allowed creative minds to shine by announcing they were decorating a Christmas tree! Many students, like Cole Vance, really got in to the holiday spirit and enjoyed the nice distraction from the usually serious business of lessons.
Another lesson later in the term also stressed the importance of astronomy on our everyday lives. Light pollution, which refers to the hinderance on our ability to see the natural world due to artificial light, was the central theme of another lesson later in the term, and Sandhu taught the class how to calibrate muggle cameras to help capture natural beauty without light pollution. Students were instructed to take their cameras out to the grounds for a bit of fun! Students were instructed to take pictures using various levels of light and exposure all around the castle and grounds. The hands on practice helped all students - from first year Claudine Blaze to older NEWT students like Drewett Gunter - learn a little bit more about light pollution and the negative affects it can have on our world, as well as a bit about muggle photography!
Just like the rest of the professors, we’re willing to bet that Professor Sandhu is very excited to get back to her familiar Astronomy Tower at Hogwarts. What other worldly lessons will she have in store for us this upcoming term? We can’t wait to find out!
This term focused on the application of astronomy to every day life. In one of the lessons during the Sindhu, the students were challenged to think about how astronomy affects our lives in all aspects of magic - from Care of Magical Creatures to Divination and Charms, students thought outside the box to come up with creative answers. The question was a segway into the real subject of the lesson - star charts! A very important topic for any young witch or wizard to master (especially ahead of exams!) As a reward for a great lesson, Sandhu allowed students to experience a zero gravity atmosphere and allowed creative minds to shine by announcing they were decorating a Christmas tree! Many students, like Cole Vance, really got in to the holiday spirit and enjoyed the nice distraction from the usually serious business of lessons.
Another lesson later in the term also stressed the importance of astronomy on our everyday lives. Light pollution, which refers to the hinderance on our ability to see the natural world due to artificial light, was the central theme of another lesson later in the term, and Sandhu taught the class how to calibrate muggle cameras to help capture natural beauty without light pollution. Students were instructed to take their cameras out to the grounds for a bit of fun! Students were instructed to take pictures using various levels of light and exposure all around the castle and grounds. The hands on practice helped all students - from first year Claudine Blaze to older NEWT students like Drewett Gunter - learn a little bit more about light pollution and the negative affects it can have on our world, as well as a bit about muggle photography!
Just like the rest of the professors, we’re willing to bet that Professor Sandhu is very excited to get back to her familiar Astronomy Tower at Hogwarts. What other worldly lessons will she have in store for us this upcoming term? We can’t wait to find out!
Arithmancy
When interviewing for certain subjects...you know you need certain people. If you don't know what I mean, probably for the best but when it came to Arithmancy and Professor Sissay's lessons, I know there were only a select few I'd really get anything out of. Eiji Rasting happens to be one of those people so I sat him down and I bet you a galleon you won't be surprised by any of his responses.
First off, let’s talk about the erumpent in the room. Numbers are gross, why are you still taking this subject, mate? Is it ‘cause Sissay’s a looker?
Only to simple minds are numbers gross.
Professor Sissay being my type aside, Arithmancy is a foundation subject for my projected field of study at university. And I enjoy numbers. They create accountability, create clarity and commitment, and measure success.
I’ve seen a few kids eyes glaze over in the library while they’re doing Arithmancy homework. How often would you say this happens to you?
Never.
If you were stuck on a desert island without your wand before you learned wandless magic and could only choose one branch of Arithmancy to figure a way off it, would you panic before or after you realized how useless it was?
What kind of question even is this? I wouldn't panic period.
Do you see yourself having a future career in numbers?
Yes. It really is unavoidable no matter what your subject.
How prepared do you feel to tackle the world of numbers and curses and the like after having sat through Arithmancy lessons?
Incredibly. Professor Sissay's approach to the subject is not like one I have experienced with my other professors on the subject. Arithmalethilogy is fascinating and for an aspiring alchemist and potioneer like myself it is an infallible methodology for finding the best ingredients.
First off, let’s talk about the erumpent in the room. Numbers are gross, why are you still taking this subject, mate? Is it ‘cause Sissay’s a looker?
Only to simple minds are numbers gross.
Professor Sissay being my type aside, Arithmancy is a foundation subject for my projected field of study at university. And I enjoy numbers. They create accountability, create clarity and commitment, and measure success.
I’ve seen a few kids eyes glaze over in the library while they’re doing Arithmancy homework. How often would you say this happens to you?
Never.
If you were stuck on a desert island without your wand before you learned wandless magic and could only choose one branch of Arithmancy to figure a way off it, would you panic before or after you realized how useless it was?
What kind of question even is this? I wouldn't panic period.
Do you see yourself having a future career in numbers?
Yes. It really is unavoidable no matter what your subject.
How prepared do you feel to tackle the world of numbers and curses and the like after having sat through Arithmancy lessons?
Incredibly. Professor Sissay's approach to the subject is not like one I have experienced with my other professors on the subject. Arithmalethilogy is fascinating and for an aspiring alchemist and potioneer like myself it is an infallible methodology for finding the best ingredients.
Care of Magical Creatures
Though spending an entire term at Beauxbatons wasn't everyone's cup of tea, there was one professor in particular who managed to win the respect, and perhaps the hearts, of the Hogwarts student body. Mathys de Nostredame is the creatures professor with a mysterious manner and model-like looks who did his best to teach, and be a voice of reason, all term long. It wasn't always an easy task, we know, and we sat down with the professor to get his take on a term where there was never a dull moment, not even one.
Hello Sir, thanks for answering some questions for us! Let's start with an EASY one. What do you like best about teaching Care of Magical Creatures?
It ees ze obligation of a professor to answer ze inquiries of zeir pupils, zough your gratitude ees appreciated nonetheless.
Zere are many reasons zough much can be akin to zeir innocence and zat zey are true to zemselves. Ze dragon doesn't wring its mighty talons een a moral quandary ovair whethair it ees ethical to eat a sheep when zere are fresh berries available. A crup will not lie to itself to soothe its cognitive dissonance een ordair to preserve a theology or some fabricated standard imposed upon it by society. A dragon will eat ze sheep and a crup will lick itself and neithair will care of ze opinion of others. When you learn to accept creatures for as zey are, you begin to see ze beauty een each. From the flobberworm to the acromantula to the kneazle to the manticore to the Re’em to the phoenix. Unlike humans, my life has been enriched by every creature, mundane or magical, I've come across. Zis includes zose who have wished to eat me.
If even one of my students can take away a little more admiration for zose creatures we co-exist in this world with, I considair my role fulfilled.
The Hogwarts students first encounter with the gargoyles didn't exactly go as expected. How did you feel about the-errr-chaos that ensued during that lesson?
Deep disappointment. Not only were you all denied a unique hands on opportunity to work with a creature native to France of of ze likes zat you had not experienced at Hogwarts prior, but all furthair hands on experiences with creatures native to France were also denied and I had no choice but to rework my entire curriculum to fit within ze new constraints imposed upon me. I lament zat your learning here at Beauxbatons has been so stifled and muted.
The gargoyles seemed to forgive and forget the next time they were around the students, which was good news. What do you hope the students took away from their time interacting with these creatures?
Zey forgive but zey do not forget. It took a lot of coaxing and training to calm zeir heated hearts towards you all and many sleepless nights on my part.
I would hope zat it was observed zat none of ze gargoyles attacked until zey had been sufficiently provoked. I believe Hogwarts has the motto of Draco Dormiens Nunquam Titillandus? Considair this an unfortunate illustration of zat.
Do you have a favorite magical creature and if so, what is it?
I have always been drawn to creatures of flight, zough I would be hard pressed to pick a favorite among zat variety.
Any chance we could get you to come back to Hogwarts with us? We'd be really welcoming and the house elves make excellent meals!
Qui vivra verra, mademoiselle. Qui vivra verra.
Hello Sir, thanks for answering some questions for us! Let's start with an EASY one. What do you like best about teaching Care of Magical Creatures?
It ees ze obligation of a professor to answer ze inquiries of zeir pupils, zough your gratitude ees appreciated nonetheless.
Zere are many reasons zough much can be akin to zeir innocence and zat zey are true to zemselves. Ze dragon doesn't wring its mighty talons een a moral quandary ovair whethair it ees ethical to eat a sheep when zere are fresh berries available. A crup will not lie to itself to soothe its cognitive dissonance een ordair to preserve a theology or some fabricated standard imposed upon it by society. A dragon will eat ze sheep and a crup will lick itself and neithair will care of ze opinion of others. When you learn to accept creatures for as zey are, you begin to see ze beauty een each. From the flobberworm to the acromantula to the kneazle to the manticore to the Re’em to the phoenix. Unlike humans, my life has been enriched by every creature, mundane or magical, I've come across. Zis includes zose who have wished to eat me.
If even one of my students can take away a little more admiration for zose creatures we co-exist in this world with, I considair my role fulfilled.
The Hogwarts students first encounter with the gargoyles didn't exactly go as expected. How did you feel about the-errr-chaos that ensued during that lesson?
Deep disappointment. Not only were you all denied a unique hands on opportunity to work with a creature native to France of of ze likes zat you had not experienced at Hogwarts prior, but all furthair hands on experiences with creatures native to France were also denied and I had no choice but to rework my entire curriculum to fit within ze new constraints imposed upon me. I lament zat your learning here at Beauxbatons has been so stifled and muted.
The gargoyles seemed to forgive and forget the next time they were around the students, which was good news. What do you hope the students took away from their time interacting with these creatures?
Zey forgive but zey do not forget. It took a lot of coaxing and training to calm zeir heated hearts towards you all and many sleepless nights on my part.
I would hope zat it was observed zat none of ze gargoyles attacked until zey had been sufficiently provoked. I believe Hogwarts has the motto of Draco Dormiens Nunquam Titillandus? Considair this an unfortunate illustration of zat.
Do you have a favorite magical creature and if so, what is it?
I have always been drawn to creatures of flight, zough I would be hard pressed to pick a favorite among zat variety.
Any chance we could get you to come back to Hogwarts with us? We'd be really welcoming and the house elves make excellent meals!
Qui vivra verra, mademoiselle. Qui vivra verra.
Charms
With the charming (ha, ha punny!) Professor Fuller-Thompson in charge, there’s really no idea what to expect in Charms class. Case in point, when students filed into the room for the first lesson of the term they found an absence of desks and large targets painted on the ceiling. No, not the stores, but ones like what one would use in archery. But before he would get to why, exactly the targets were there (no Phoebe, it wasn’t feng shui), Professor Fuller-Thompson started with a question of his own: What is the importance of spell accuracy?
Most students went with the worrying possibility of bodily harm, either to themselves or someone else. But Kaiser went with the opposite possibility of absolutely nothing happening if one got a spell wrong, a sentiment that both Nettie Gladin and Cecelia Summers agreed with, the former adding that there was no way to know for sure what would happen and the later mentioning that the possibility could still be dangerous if one was in a dangerous situation. All were correct, of course.
Still leaving the class hanging on an explanation of the targets on ceiling, the Charms professor moved on to the main subject of the lesson: Alarte Acendare, also known as the ascension charm (performed with a point and a quick upwards flick at your target). Of course, he asked first for what the class thought it did. Which lead to all sorts of weird and sort of awesome ideas like making balloons float from Bernadette Grantham, fireworks from Valencia Phillips and numerous suggestions of using it on either themselves or other people. Unfortunately, according to the professor, the spell really doesn’t work so well on people. But it does work on small bean bags, which is when the targets (finally!) came in. The class was asked to divide into groups of three or four (ugh, again with the group work?). The groups were then given some bean bags to practice using the spell on. Just using the spell to get the bags in the air, no target hitting needed. After a few minutes, the groups were switched to darts, which they did have to try to hit the target with. Wait, what?! Darts? At on-ceiling-targets and with students that had just learned the spell, this Alarte Acendare? What could go wrong?
Luckily, everyone’s eyes were still intact and undarted when class ended.
The next lesson took place in an atmosphere where tensions were running high between the Hogwarts and Beauxbatons students. Mostly because the French students had taken to blaming the British for every little bad thing that happened around the castle, especially a certain fire in the kitchen, but anyway.
The desks were set up as normal except for the tiny unlit campfire in the middle of each one, causing some students to pause for a few seconds while for others it brought to mind camping. Which certainly seemed to be the direction that Professor Fuller-Thompson was going with the first question: What is your favorite campfire snack? Of course, there was the traditional answers of s’mores (which, yummm!) and mini sausages/hotdogs. Then there were the slightly out of the box answers of fish from Ewan Jones, mac and cheese from Carsyn Rose and grilled fruit from Valencia Phillips.
Apparently, the question had been a giant red herring though, because they were actually going to be learning about extinguishing fires. An useful trick to be sure, especially around the French school. The professor’s next question on ways to put out a fire also brought out some interesting responses, like Bernie Grantham’s of smothering the fire. Complete with something about a candle in a jar? Or Phoebe James’ suggestion of baking soda. Or sand as suggested by Claudine Blaze. Anyway, most students went with your basic Aguamenti. All of which turned out to be correct. But the closest answer to what the class would be learning came from Nettie Gladin: fire extinguishers. But more on that in a minute.
The first question of the class wasn’t as much of a red herring as it might have seemed at first, as the class soon found out. For in popped Quirly the house-elf with a plate bearing graham crackers, chocolate and marshmallows. Time for some s’mores! The professor was responsible for lighting the tiny fires, of course, but everyone got to roast their own marshmallows! Of course, there had to be some learning in the class somewhere, which is where the fire extinguishing came in. The extinguishing charm, or Ignus Extinctus, that is. Performed by drawing a figure eight that matches the size of the fire in front of said fire, the spell works like a muggle fire extinguisher without leaving behind the mess. Once a student had correctly performed the spell and extinguished their campfire, they were able to leave as it was the end of the lesson. Also the last time Professor Fuller-Thompson would have to worry about his students' fire extinguishing skills. At Beauxbatons, anyway.
Most students went with the worrying possibility of bodily harm, either to themselves or someone else. But Kaiser went with the opposite possibility of absolutely nothing happening if one got a spell wrong, a sentiment that both Nettie Gladin and Cecelia Summers agreed with, the former adding that there was no way to know for sure what would happen and the later mentioning that the possibility could still be dangerous if one was in a dangerous situation. All were correct, of course.
Still leaving the class hanging on an explanation of the targets on ceiling, the Charms professor moved on to the main subject of the lesson: Alarte Acendare, also known as the ascension charm (performed with a point and a quick upwards flick at your target). Of course, he asked first for what the class thought it did. Which lead to all sorts of weird and sort of awesome ideas like making balloons float from Bernadette Grantham, fireworks from Valencia Phillips and numerous suggestions of using it on either themselves or other people. Unfortunately, according to the professor, the spell really doesn’t work so well on people. But it does work on small bean bags, which is when the targets (finally!) came in. The class was asked to divide into groups of three or four (ugh, again with the group work?). The groups were then given some bean bags to practice using the spell on. Just using the spell to get the bags in the air, no target hitting needed. After a few minutes, the groups were switched to darts, which they did have to try to hit the target with. Wait, what?! Darts? At on-ceiling-targets and with students that had just learned the spell, this Alarte Acendare? What could go wrong?
Luckily, everyone’s eyes were still intact and undarted when class ended.
The next lesson took place in an atmosphere where tensions were running high between the Hogwarts and Beauxbatons students. Mostly because the French students had taken to blaming the British for every little bad thing that happened around the castle, especially a certain fire in the kitchen, but anyway.
The desks were set up as normal except for the tiny unlit campfire in the middle of each one, causing some students to pause for a few seconds while for others it brought to mind camping. Which certainly seemed to be the direction that Professor Fuller-Thompson was going with the first question: What is your favorite campfire snack? Of course, there was the traditional answers of s’mores (which, yummm!) and mini sausages/hotdogs. Then there were the slightly out of the box answers of fish from Ewan Jones, mac and cheese from Carsyn Rose and grilled fruit from Valencia Phillips.
Apparently, the question had been a giant red herring though, because they were actually going to be learning about extinguishing fires. An useful trick to be sure, especially around the French school. The professor’s next question on ways to put out a fire also brought out some interesting responses, like Bernie Grantham’s of smothering the fire. Complete with something about a candle in a jar? Or Phoebe James’ suggestion of baking soda. Or sand as suggested by Claudine Blaze. Anyway, most students went with your basic Aguamenti. All of which turned out to be correct. But the closest answer to what the class would be learning came from Nettie Gladin: fire extinguishers. But more on that in a minute.
The first question of the class wasn’t as much of a red herring as it might have seemed at first, as the class soon found out. For in popped Quirly the house-elf with a plate bearing graham crackers, chocolate and marshmallows. Time for some s’mores! The professor was responsible for lighting the tiny fires, of course, but everyone got to roast their own marshmallows! Of course, there had to be some learning in the class somewhere, which is where the fire extinguishing came in. The extinguishing charm, or Ignus Extinctus, that is. Performed by drawing a figure eight that matches the size of the fire in front of said fire, the spell works like a muggle fire extinguisher without leaving behind the mess. Once a student had correctly performed the spell and extinguished their campfire, they were able to leave as it was the end of the lesson. Also the last time Professor Fuller-Thompson would have to worry about his students' fire extinguishing skills. At Beauxbatons, anyway.
Defense Against the Dark Arts
With Headmaster Trent’s third year as Headmaster and Defense Against the Dark Arts professor in the books, it’s time to review this past year and look at some highlights. Despite having to share a title, castle and personal space with the Beauxbaton Headmistress, Malachi Trent did a decent job at keeping himself composed during a tough year away from home. It’s safe to say no one felt the pressure of wanting to keep the peace like he did, and it seems he did to the best of his ability... considering all the circumstances and the fact that some French teenagers were trying to sabotage him and his students.
Now, if you were ever late to a Defense Against the Dark Arts class, you’ll know that it’s actually impossible to be late... because the Headmaster doesn’t allow late students. If you’re late, you miss out! But if you were on time, you would have known that the first lesson of the year began with some mysterious boxes on each student’s desk that they would soon reveal to contain... bunnies! Quite a pleasant surprise - one never really knows what they might find hiding in a box in a Defense class. In no time, there were dozens of colorful bunnies on the loose that teams of students were trying to capture by using the Stickfast Hex. Our own animal rights activist, Nettie Gladin, was pleased to find out that the bunnies were not real and, therefore, not able to be harmed in case someone’s hex went askew. No bunnies were harmed in the making of this lesson.
No students were harmed in a later class involving falling rocks, either, though some of them certainly feared they would be. Students learned a handy charm in defense work that captures the target in a bubble, leaving the target unable to harm them. So, when class turned into a rock climbing endeavor, the students remained safe as large rocks started to tumble down at them. The Headmaster always knows how to keep students on their toes. Class actually ended with all of the students jumping off of a cliff, only to land safely in their own bubble. Now, that’s hands-on learning.
Now, if you were ever late to a Defense Against the Dark Arts class, you’ll know that it’s actually impossible to be late... because the Headmaster doesn’t allow late students. If you’re late, you miss out! But if you were on time, you would have known that the first lesson of the year began with some mysterious boxes on each student’s desk that they would soon reveal to contain... bunnies! Quite a pleasant surprise - one never really knows what they might find hiding in a box in a Defense class. In no time, there were dozens of colorful bunnies on the loose that teams of students were trying to capture by using the Stickfast Hex. Our own animal rights activist, Nettie Gladin, was pleased to find out that the bunnies were not real and, therefore, not able to be harmed in case someone’s hex went askew. No bunnies were harmed in the making of this lesson.
No students were harmed in a later class involving falling rocks, either, though some of them certainly feared they would be. Students learned a handy charm in defense work that captures the target in a bubble, leaving the target unable to harm them. So, when class turned into a rock climbing endeavor, the students remained safe as large rocks started to tumble down at them. The Headmaster always knows how to keep students on their toes. Class actually ended with all of the students jumping off of a cliff, only to land safely in their own bubble. Now, that’s hands-on learning.