First Years, Lesson One: Types of Transfiguration

First Years, Lesson One: Types of Transfiguration​

The door to the Transfiguration classroom was wide open with a notice written on the board which read: "Welcome to Transfiguration. Please join Professor Pirrip in the classroom." Sat at the front of the class was a boarder collie panting gently and keenly watching the students enter one by one to take their seats. Once satisfied that everyone was present, the dog took a deliberate step forward, and in a seamless motion, it shifted back into its human form. This man standing tall was Professor Edward Pirrip.

"Welcome to Transfiguration," he began as he strode to the front of the room, his limp barely slowing him down. With a flick of his wand, the writing on the board cleared and a piece of chalk sprang to life, scratching out the word Transfiguration on the chalkboard. Edward smiled, trying not to grimace as the chalk made a terrible sound underlining the word. "My name is Professor Edward Pirrip. I will be your Transfiguration teacher for the next few years, guiding you through one of the most complex and powerful branches of magic, as you just saw I am an animagus, but more on that later." He introduced, "You will learn everything from manipulating, conjuring and even vanishing the very matter that makes up our physical world. It is a discipline that demands precision, creativity, and focus. Sound difficult? Good. It should. But trust me, once you get the hang of it, you’ll never look at a spoon, or a rock, or a dog in quite same way again.” Edward explained while the chalk wrote out the types of transfigurations behind him.

Types of Transfiguration Inanimate to Inanimate Inanimate to Animate Animate to Inanimate Animate to Animate Switching Conjuring Vanishing​

"Now, I know what you’re thinking: ‘What on earth does all that mean?’ Don’t worry, we’re starting simple. We'll start with vocabulary. I promise to make this as painless as possible, you just need to pay attention and take notes along the way. You'll thank me later." Edward told his students, while picking up a quill from his desk and holding it up "Inanimate refers to something that isn't mobile nor living, like this quill." He waved his wand, and the quill transformed into a silver spoon. "Or this spoon, both inanimate and an example of inanimate to inanimate transfiguration. Animate is the exact opposite. Anything living, moving. Like you or I," he pointed his wand at the spoon again, turning it into a white butterfly that fluttered out of his hand, "Or this butterfly, this is an example of inanimate to animate transfiguration. Don't get too attached though, while the creature looks alive it lacks a soul and isn't truly living. True life is something we cannot give." He explained, turning the butterfly back into a quill and catching it in his palm as it drifted back down towards the floor, "It does look cool though."

"If I had turned that butterfly into a different type of animal instead of using untransfiguration, that would've been an example of animate to animate transfiguration. When using a true animal for transfiguration, it's important to note that you don't kill a creature when you turn it into something inanimate, it's more like pressing pause on their life for a short time." Edward told them, placing the quill back into the inkpot. Glancing at the clock, Edward realised the time was slipping away. “Right, that’s enough for today. I know theory can feel bit tough, but it’s the foundation for everything else we’ll do in this class. And trust me when I say the fun stuff is coming. You’ve all survived your first lesson, so pat yourselves on the back. Oh but before you go please complete this questionnaire." He said, using his wand to hand out a questionnaire and giving all the students enough time to complete it before finishing the lesson, "Class dismissed!"

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Homework: RP attendance! Tag @Professor Edward Pirrip if you would like me to interact with your character! For extra credit, complete the Getting to Know You questionnaire below.

Spoiler: Getting to Know You Questionnaire

Name:
House:
Briefly tell me about your background, did you grow up in a magical household or aware of magic before your letter arrived?:
If you could turn your quill into any animal, what animal would it be, and why?:

 

[Merrie Hume]

Merrie walked into the transfiguration classroom and took a spot near to the back of the room, one where she was sure no one would have any issue her being in. She was out of the way but not too far back in the room. She took out some parchment and her quill as the professor got started. She took down what was on the board. she then listened to what the professor said, making small notes about what he said, she got lost a few times, and then frustrated when she did, but eventually the lesson was wrapped up and Merrie was able to pack up and leave the room.

 

[Julio Santana]

To say that Julio was surprised to see a dog in the room instead of a human person was quite an understatement. He was hesitant as he sat down, curious to see when the Professor was going to arrive. It turned out that the dog was the Professor and he was apparently showing off the fact he was an animagus. Which was pretty cool, Julio did have to admit. He'd always been curious about that kind of thing. It appeared as though the first lesson was just going to be going a rather large information dump, but the Ravenclaw didn't mind. He was quiet as he took down his notes on the lesson. Then, once they had been dismissed he gathered his things together and left the classroom. He'd be interested to see what they would be learning in the next lesson.

 

[Janus Vetrov]

Transfiguration was such a fascinating subject, and Janus was excited to get to experience it. He made his way into the classroom and noted the dog sat at the front of it. He knew enough about Transfiguration not to fall for it, but he was glad to see that someone did, and they jumped when the dog turned into their Professor. Janus flashed a vindicated smile and listened as the Professor went into an introduction of himself and of Transfiguration itself, and the types of Transfiguration that they would learn. He made notes during the lesson and filled in the questionnaire towards the end of the lesson, and then packed up and made his way out of the classroom once he was done.