"Special cooking?" Ron blinked in surprise. "Is he still hungry and needs the professor to cook him another meal? Does he have such a good relationship with the professors?"
Harry glanced at him. "Dylan is probably going to the professor for extra lessons."
"Oh! Sometimes I really think Dylan should have been sorted into Ravenclaw!"
"You've already assigned Dylan to three different houses. So where do you think he belongs?"
"Gryffindor, of course!"
…
Dylan made his way to Professor McGonagall's office and knocked on the door.
"Come in."
A dignified yet warm voice came from inside.
"Good afternoon, Professor McGonagall."
Dylan pushed the door open and stepped in.
Professor McGonagall sat behind her desk, her quill scratching across parchment. When she looked up and saw Dylan, she adjusted her square glasses and regarded him calmly.
"Your performance in today's flying class seemed rather ordinary. Are you struggling with flying?"
Dylan walked closer. A small stool sat in the corner—a seat McGonagall had prepared just for him. He pulled it over, sat down, and blinked.
"Professor, you are so well-informed. I just finished my flying lesson."
Professor McGonagall glanced toward the window.
"From here, I can see your flying practice. Harry, for instance, has an exceptional talent for flying."
"Madam Hooch mentioned the same thing, and we are considering recommending him for the Gryffindor Quidditch team."
"As for you, I observed your flight for a while… and it seemed quite average."
Dylan smiled sheepishly. "Flying back and forth in the sky is terrifying. I'll just take it slow and practice bit by bit."
Hearing his response, Professor McGonagall didn't comment further.
"What questions have you prepared today?"
Dylan immediately placed his notebook on her desk and pushed it toward her.
"Professor, I've been studying the basics of transfiguring inanimate objects. Recently, I've been trying to transform them into living creatures, but I've run into some problems."
Professor McGonagall took Dylan's notes and carefully flipped through the pages.
"Although I understand the fundamental theory behind the Transfiguration Spell, when I tried to turn an apple into a rabbit, I was precise in my wand movements and maintained a smooth, controlled flow of magic."
"I even researched the anatomy of rabbits to ensure I had a clear image in my mind."
"At first, the transformation proceeded smoothly. But after the rabbit was fully formed, it appeared lifeless and limp."
"Since I also studied rabbit behavior, I know it shouldn't be like this."
Dylan pointed at a passage in his notes.
"I was wondering if the issue lies in the life magic adaptation process, as mentioned in A Detailed Explanation of Advanced Transfiguration?"
As Dylan explained, Professor McGonagall leaned forward slightly, carefully reviewing his notes while listening intently.
Once he finished, she didn't respond immediately. Instead, she read through all of Dylan's most recent notes on transfiguration before setting them down.
"Some of your thoughts on the subject are quite novel," she remarked approvingly.
Sitting upright, she folded her hands on the desk and offered a small smile.
"Regarding your problem, the crux of the issue is that your understanding of the connection between magic and life remains shallow."
"When you attempt to transform an inanimate object into a living creature, controlling your wand movements and maintaining steady magic flow are merely the basics."
"It's commendable that you took the time to study the structure and habits of living creatures—that's a necessary step in mastering Transfiguration."
"However, even if you have a clear image of your desired outcome, it is not enough to simply visualize its vitality, agility, and instincts."
"The key element is that you must imagine your magic itself as life magic."
Dylan raised an eyebrow.
"Life magic?"
He had read about it before.
Life magic was a special branch of magic, primarily associated with the creation and characteristics of living things.
Dylan initially believed that understanding the nature of life would be sufficient for mastering spells related to transfiguration—allowing wizards to imbue magical creatures with vitality.
He hadn't expected that imagining magic as life magic was such an essential part of the process.
"So, it's all just idealism..." he mused internally.
Still, he smiled. "I see. That makes sense now."
Professor McGonagall nodded, her tone gentle.
"Life magic comes from within a wizard. It is deeply connected to their spirit, emotions, and understanding of life itself."
"So, when performing transformations on living beings, you must infuse your own emotions and perceptions of life into the magic."
"More importantly, you must believe that your magic has the power to bring inanimate objects to life."
Dylan nodded again.
"Since we're discussing life magic, I'd like to briefly share my personal understanding of it."
Professor McGonagall's eyes held a glimmer of interest.
Dylan spoke seriously. "While life magic originates from a wizard's inner power, I believe it also has a profound connection with the natural life force that exists beyond our comprehension."
"This means that successful transformation doesn't just depend on the wizard's skills, but also on harmonizing with the natural flow of life energy."
Hearing this, Professor McGonagall's eyes lit up. A wide smile spread across her face, softening the fine lines at the corners of her eyes.
"Dylan, you have an exceptionally deep understanding of magic. For a first-year student, that is truly rare."
She patted his shoulder gently.
"You're correct. While wizards can channel their magical power into life magic, not all magic use qualifies as life magic."
"When performing certain spells, wizards must resonate with the life force of nature. Imagine drawing energy from the natural world and merging it with your magic to breathe real vitality into your transfigured creation."
Professor McGonagall continued to impart valuable insights—concepts that Dylan couldn't have fully grasped from books alone. She helped him uncover the deeper meanings hidden within the text.
By the time their lesson ended, Dylan had gained a great deal of new knowledge.
(End of Chapter)
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