Second Years, Lesson Four

Second Years, Lesson Four: Introduction to Inanimate to Animate Transfiguration
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Edward greeted the second year students cheerfully as they trickled into the classroom “Good afternoon. It's nice to see you all here. How did you get on with your chipmunk?" He asked casually to a few students, listening to their answers and passing on some advice. "Great well lets get started. We've practiced Animate to Inanimate Transfiguration and now we are going to get a start on preparing for Inanimate into Animate Transfiguration. Quills and parchment out everyone." This meant an essential theory lesson before starting on anything practical.

"To remind you, an inanimate object refers to any object that is non-living. To change it into something animate, you will need to give your chosen object the illusion of life. Sight, breath, limbs, anything that makes an animate object live. These types of transformations are immensely more difficult than inanimate to inanimate or animate to inanimate transformations, so pay close attention." With that, Edward motioned his wand toward the blackboard, animating a piece of chalk.

Inanimate to Animate Transfiguration​

"Like all transfigurations, transforming an inanimate object into something alive requires a clear and precise mental image of your target. You must visualise every detail from the shape of the eyes, the texture of the skin, and the colour variations. Without this focused visualisation at the moment of casting, the spell will fail or produce a misshapen, incomplete result." Edward took a moment to let the note takers catch up. "Inanimate objects have no minds of their own. Not a single bit. All of it must be given by you as the caster. The first and most commonly overlooked step is recognising that objects like buttons or chess pieces lack any sort of cognitive or instinctual processes. Therefore, the caster must create a brain for the object. For instance, if you're conjuring a frog, you must imbue it with the instinct to eat insects, a sticky tongue for catching prey, and slimy, textured skin. If this step is not performed correctly, then the object will change into the animal, but it might very well be brain dead."

Some faces paled at the thought, others looked bored. It was a very important lesson so he decided to get them to refocus with a demonstration. "I'll show you exactly what this type of transfiguration can do." Edward told them, gesturing with his wand toward an empty chair to the side of the room. It bloomed into a brightly coloured flamingo, its pink feathers standing out as it strutted around the classroom with hardly a care in the world. "That is an example of Inanimate to Animate Transfiguration." He said as some of the students watched, fascinated as it approached them, close enough to touch it if they so wished. Edward's eyes meanwhile drifted to the clock, noting how late it was. "Unfortunately that's all we have time for today. Get ready for a practical lesson next week." He said, reluctantly changing the flamingo back into a boring old chair as the students left.

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Homework: RP attendance! Extra Credit for taking notes on the lesson. Tag @Professor Edward Pirrip if you would like me to interact with your character!

 

[Lumos Walden-Cade]

Lumos sat up straight, quill poised as Professor P began the lesson, his enthusiasm for the class growing this year as they were learning more practical spells, though he wasn’t sure how practical it was to turn a chipmunk into a statue. This lesson was going to be a lecture, which he wasn’t so pleased about, but he supposed it was better than nothing. He scribbled the notes quickly, determined to make sure he had it all down so he could go over it later when he needed to. Inanimate to animate sounded kind of cool, but how did it work? Could you just turn something into a living thing? How did that work? Surely it didn’t right? He was going to have to ask his Mum about that, she was good at transfiguration right? Like a natural or something, right? His eyes widened as the professor transformed the chair into a flamboyant flamingo, the creature strutting confidently through the classroom. Lumos couldn’t help but grin at the sight, leaning forward slightly as the bird came near. He muttered a quick, “That’s brilliant,” under his breath, already imagining the possibilities of this type of magic. As the lesson wrapped up, he packed his things, his mind buzzing with anticipation for the upcoming practical session.​

 

[Victoria de Lacey]

What Demi had said about Lili and Eoghan and her still didn't make sense and she was honestly just so angry about it. When Lili had come to her she hadn't understood at first, but now it was becoming clear to her that Demi was just a mean girl trying to ruin her life, though she really couldn’t understand why. Honestly the more she was learning about Demi the happier she was that the girl had gotten upset about William kissing someone else because honestly she could’t imagine being related to that twit. She wouldn’t be, but poor Nox? Yikes. She was trying to calm down, but honestly she was pretty sure he ability to be calm about Demi Zephyr was entirely non-existant at this point.

She hurried into the classroom, sliding into her seat just as Profesor P greeted the class with his usual and way too upbeat personality and flair. She paid minimal attention, but took notes as indicated, not wanting to get into the whole chipmunk incident. She didn’t like theory-heavy lessons, but they were important she supposed. The idea that one could breathe life, essentially into an inanimate object didn’t really make sense to her, but who was she to argue with the experts? When the chair transformed into a flamingo, Tori gasped in awe, unable to take her eyes off the bright, strutting bird. She left the classroom buzzing with excitement, eager to try the practical part of this challenging branch of transfiguration next week. As long as Demi didn't ruin things for her.​