Soon, several junior students gathered around, and Ryan understood the situation almost immediately. Although Castro Brussels claimed to be a bilingual school, English was still treated as a second language. For teaching efficiency, professors primarily used the local Spanish. This resulted in a peculiar phenomenon: senior students who had seriously studied English for international exchanges could communicate well, but the junior students struggled. That was why they seemed distant earlier. Unable to understand the discussion and instructed by professors not to embarrass themselves, they simply sat stiffly and appeared aloof.
However, upon discovering Ryan—who spoke fluent Spanish—the juniors brightened up and immediately gathered to chat. Apparently, sitting silently through lectures had been agonizing for everyone. Now, their cold exterior melted, revealing the warmth and enthusiasm typical of Latin American students. Before long, second- and third-year Hogwarts students, initially bored, also joined the conversation. Luckily, a third-year Aboriginal girl from Castro Brussels who spoke fluent English helped bridge the gap, serving as a translator along with Ryan.
This allowed the younger students from both schools to begin their own exchange. As all selected representatives were academically capable, the discussion soon transitioned into a meaningful academic exchange. Since junior students often lacked advanced theoretical understanding, they began using their magic wands to demonstrate and clarify issues through practical exercises.
Through these demonstrations, they learned that although Castro Brussels' students followed European wand traditions, they also skillfully employed magic tools connected to magical creatures. For instance, they demonstrated how holding differently colored leaves in the left hand allowed them to change the material and color of a nearby cup—without needing to mentally construct a spell model, as British students like Ryan did.
However, they admitted this method had limitations. For example, leaves only allowed transformation into wood- or paper-like materials. To transform a cup into metal, one needed corresponding stones as props. In short, their magic system was simpler but less flexible compared to systems in Europe and the U.S.
"Okay, now construct your magic model in your mind using these nodes. Once you're done, just recite the spell to channel the magic power," Ryan said while drawing a schematic in the air with his wand.
"Ha! I did it!" exclaimed David, a tall and thin third-year boy, after successfully transforming a wooden cup into a tin one. "Next time I go bird-catching, I won't get caught carrying a hemp rope!" He suddenly realized he had spoken in front of foreign students, so he offered an awkward smile, which Ryan returned helplessly. Ryan felt this school's playful atmosphere would've suited the Weasley twins perfectly. It was a shame they hadn't come.
Under David's guidance, Ryan also learned how to use objects to cast spells. This was not easy, especially for British wizards who were used to wand-only casting—it required multitasking. He saw Hermione being taught by a Black girl to use objects as well. Unfortunately, each time she cast a spell, she instinctively ignored the item in her left hand—a habit not easily broken.
After a few tries, Ryan successfully changed the material and pattern of a wooden cup using leaves, which astonished David. He kept praising Ryan's talent. But Ryan knew this wasn't just natural talent—this casting method resembled Viking material-based magic, though here, consumables were used more as aids than catalysts. Once he mastered the multitasking element, learning the spell was relatively quick.
The morning passed in a flash. After lunch, the students returned to their dormitories. In tropical Brazil, the lunch break ran from noon to 3:00 p.m. to avoid peak heat, though evening classes ended an hour later than usual. Ryan noticed everyone was in a low mood. It was clear that many felt frustrated. The younger the students, the more dispirited they seemed.
After all, while upper-year students could rely on accumulated knowledge to solve problems, younger ones often failed and felt humiliated. It was a harsh reality check for students accustomed to being top of their class. But it wasn't their fault. Except for students like Ryan, who had trained in advance, how could anyone hope to match the magical proficiency of local students who'd studied this system for over a year?
Even Hermione—arguably Hogwarts' best student—only managed to change less than a third of a cup's color using a leaf. That alone was a testament to her genius.
Soon, Professor Sprout entered the lounge with a bright smile. It was clear from her expression that, as a Herbology professor, she had enjoyed fruitful exchanges with her counterparts at this specialized school. Upon noticing the students' gloom, she immediately understood what had happened. Setting down a flowerpot, she said:
"The purpose of this exchange is to learn from one another. It's okay to find areas where you're lacking. If you encounter problems, fix them. If you don't understand, ask questions. Remember, you are Hogwarts' top students. Don't give up so easily!"
After an hour of rest, everyone returned to the lounge to discuss the challenges they had faced. They pooled their wisdom and worked through difficulties together.
At 2:50 p.m., Professor Kettleburn arrived to announce that the social activity would be held not in the auditorium, but in the garden behind the school. Due to the location change, everyone rushed back to change clothes—formal robes were unsuitable for the semi-wild garden.
As Ryan hurried from Roger's room to Hermione's, he overheard her muttering complaints about these "unreliable South Americans." It was typical of the passionate and spontaneous South American temperament to change plans suddenly—but understandably, this clashed with the old-fashioned, disciplined mindset of British students.
After quickly changing into more practical clothing, the students followed their professors to the garden. Castro Brussels' garden was renowned in the magical world. Originally a primitive jungle on a hill, it had been magically protected when the school was founded. Over the centuries, the area was transformed—local magical plants were brought in, and all unpleasant or dangerous elements were removed.
Thanks to the efforts of generations of faculty and students, the jungle eventually evolved into a stunning magical garden. A cobblestone path led from the campus square around the school buildings to the garden. When the students finally arrived, they were greeted by the breathtaking sight of this legendary place.
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