HP: The Root of Everything - The Magician

The petrifying magic eye created from the eyes of the thousand-year-old basilisk was too powerful, so Teach Carl had to wear the magic eye glasses for the rest of his life.

Teach sealed the basilisk's right eye first, and only dared to transplant it after he could freely control the left demonic eye in its socket.

During this time, Teach asked her disciple Hermione if she wanted to have the Petrifying Eyes as well, but Hermione refused in the face of such powerful abilities.

It wasn't that she didn't want it, but rather that the petrifying demon eye wasn't suitable for her; she wanted a demon eye related to life.

In response, Teach could only say that if they ever encountered a magical creature related to life in the future, he would help Hermione capture it, break it down, and refine it.

With the basilisk incident over, there is less than a month left in the spring semester.

While there was still some time, Teach put aside his research on the other parts of the basilisk and took Hermione, the second-year witch, to a third-year astronomy class.

Because she was Teach Karl's publicly acknowledged disciple, Hermione enjoyed the greatest freedom of learning at Hogwarts. She could skip classes for a reason and legitimately join classes to learn magic that was only available to students in higher grades.

Snape didn't dare say much about this behavior.

This treatment made Harry and Ron so envious they cried.

The content taught in astronomy class is the recognition of observable celestial bodies in the universe.

In the first grade, young wizards learn about stars, planets, memory satellites, and constellation names, as well as the positions and movements of these planets in the solar system.

These astronomical facts are documented in detail in books in the real world, so Teach skipped over them and brought Hermione to learn the third-year wizarding course on astronomy.

With his petrifying magic eye able to see magic clearly, Teach Karl skipped directly from the 'Opening Position' to the 'Sacrificial Position' and headed towards the 'Clerical Position'.

On the path to becoming a master magician, one needs to learn a vast amount of comprehensive knowledge, find one's own magical path from this knowledge, and make ample preparations for awakening the Origin Magic.

Astronomy is an essential part of this knowledge.

Because the fourth chapter in the magic book is the powerful 'celestial magic'.

In Teach's view, celestial magic is too mysterious and complex. This kind of magic uses the Earth beneath our feet as an anchor point, and extends from this anchor point to the Earth itself or observable celestial bodies in the universe to borrow power from the knowledge discipline.

Celestial magic is divided into two types: small and large.

The "small" concept treats the human body as a galaxy or universe, with Earth at its center, replacing celestial bodies in the solar system with one's own internal organs, and circulating magic within one's own body.

Using Earth as the center as the base, it absorbs the magic emanating from celestial bodies from the inside out.

Alternatively, within the body, magic can be channeled according to the movement of celestial bodies within a galaxy, thereby generating planetary magical energy through variations in one's own magic.

Conversely, one can imagine breaking down the body and anchoring each organ and part of the human body to a planet in the solar system.

It also uses the Earth beneath its feet as the center, gathering the magic of celestial bodies from the outside in for use.

Through a magical array, a special connection is established with celestial bodies, creating a channel. This channel is then used to absorb and borrow the energy of the celestial bodies.

Just imagine how vast the energy of a planet is; even the energy of a single grain of rice is probably equivalent to the power of a nuclear bomb.

Not to mention the dark matter energy outside of planets and in the universe.

In class, the astronomy professor, Aurora Sinesta, saw Hermione, a second-year student, attending the class, and taught her a telescope spell that third-year astronomy students would learn.

But Hermione didn't use it after learning it; instead, like Teach Carr, she used a telescope to observe the stars.

This is much more effective than any spell.

After listening to Aurora's explanation of celestial bodies to the young wizards, Teach began to teach Hermione about celestial bodies in magic through observations using a telescope.

"Hermione, you must have only graduated from elementary school when you were eleven and hadn't even started attending Hogwarts yet, right?"

"Yes, teacher."

"So your elementary school textbooks should teach you about the celestial bodies in the solar system, right?"

"Mmm~ Teacher."

"Alright, tonight I'll teach you some astronomical knowledge about magic..."

Teach Carr looked out of the telescope and then at the third-year wizards who also wanted to hear, waving and saying, "Those who want to hear, line up and sit down."

The opportunity for Teach Carr, an unofficial professor, to publicly impart his knowledge of magic was quite rare, so some young wizards, with Professor Aurora's approval, used origami cranes and other means of communication to send the course information to their friends.

Before long, more than half of the Hogwarts students had arrived on the rooftop.

Some ran all the way, while others rode directly on flying brooms.

Harry and Ron were among the students.

Teach cleared his throat and began his public lecture: "First of all, putting aside the wizards from your families, even the half-breed wizards, you should know from your school textbooks what planets are in the solar system, right?"

"Professor Aurora's magical astronomy lessons are actually related to divination, but the astronomy lessons I teach you are related to magical powers."

"There are seven planets in the solar system: the Sun, the Moon, Mercury..."

In magical knowledge, these seven planets correspond to the organs and internal organs in our bodies.

As he spoke, Teach found a blackboard and drew a diagram of the planets of the solar system on it, and then drew a diagram of human anatomy.

After finishing the drawing, Teach continued, "By associating different parts of the human body with different planets, we can imagine our body as a galaxy, or even a universe."

"Galaxy and universe have an infinite lifespan, so if we use magic to obtain the power of planets, can we also achieve an infinite lifespan?"

"Next, we will arrange the planets and our body organs in the same way and combine them accordingly. From this, we can derive the method of drawing the celestial array..."

Teach's knowledge of celestial magic is just talk now and has no practical value.

Because he doesn't know how either!

The reason I'm bringing this up, and not recommending it as a public lesson, is to gather ideas from all sides. Who knows, one of these young wizards listening might have a flash of inspiration and draw a celestial array.

Even if I can't draw a complete one, an incomplete one is fine too!

The results that these young wizards drew after a sudden inspiration were exactly what Teach wanted. If the young wizards drew a celestial alchemical array, they would definitely come to him for advice on anything they didn't understand.

Then...wouldn't we be able to learn from the freebie model?