Hogwarts: A Chinese-Style Professor

Chapter 147 I chose from the fourth grade

"What do you think, Professor Li Wei?"

Faced with Professor McGonagall's proposal, Education Director Ackerman gave Levi a meaningful look, trying to see a hint of wavering in his eyes.

“I don’t think it’s very good, it’s just a waste of time—but it’s good, after all, the magical level of Hogwarts students will continue to improve every year, and the Department of Magical Education should be prepared. Perhaps you should make the questions more difficult next year.”

Unfortunately, Ackerman not only failed to see any wavering in Levi's eyes, but also felt somewhat insecure himself due to the other's attitude.

"If this is true, I will sincerely apologize to you and seriously consider your proposal."

But now, it's settled, right? There's no need for an extra test, because I won't be selecting from fifth and seventh grade students."

"Let's pick one student from the sixth graders now—you can choose him—and we'll give him a comprehensive evaluation, shall we?"

"Sixth grade? Have you forgotten that even last year, when students were not performing well, there was a fifth grader who got 12 'O's?"

Levi's words enlightened Fudge and Ackerman.

Yes, the Weasleys have a kid named Percy who's getting really keen on getting into the Ministry of Magic. He's a good prospect—if Levi chooses him, then it all makes no sense.

Seeing the two stunned people, Li Wei chuckled, finding the way these insects thought amusing.

Their first action upon arriving at Hogwarts was not to observe the students' performance, but rather to draw conclusions directly from their offices, which speaks volumes.

"How about this."

Li Wei put forward a new proposal.

“Since you’ve given me the choice, I won’t take advantage of you—I won’t choose from the sixth-grade students.”

Ackerman frowned upon hearing this—in their view, it was highly likely that Levi had obtained the exam questions in advance through some means and provided specialized training for fifth and seventh grade students.

If the other party chooses from fifth and seventh graders, even if a student performs poorly, they can use 'poor performance' or 'lack of preparation' as excuses. What's the point then?
"I will choose from fourth-grade students."

Huh? What is he saying?
Should we select from fourth-grade students?
"I'm not lying to you, this student is the best among all the fourth-year students and is destined to get 12 'O's in next year's OWL exam."

Although I haven't taught any advanced spells yet, and according to the course plan, his transfiguration hasn't covered human transformation yet—but you can test the rest of them however you like.

"Such arrogance!" Seeing how the other party looked down on the Ministry of Magic's educational work, Ackerman felt a surge of resentment.

"Who is this student? Bring him here now!"

"Professor, I heard you were looking for me?"

Appearing before everyone was a tall, handsome male student with calm and gentle gray eyes, exuding a composure beyond his years.

Ackerman looked somewhat surprised at the yellow and black striped tie that represented Hufflepuff's signature style—he had thought Levi would be looking for a Ravenclaw student.

This student doesn't look like a good student; he looks more like a Quidditch star.

Levi briefly explained the Ministry of Magic's suspicion that their students were cheating.

Cedric's expression immediately turned serious.

"Okay, I understand—"

He turned to Ackerman, his respectful words laced with hostility. “Although I am currently a fourth-year student and unfortunately haven’t been able to formally study the OWL exam content with Professor Levi, I have already done the relevant exam questions using the teaching materials he provided. Please feel free to ask.”

Ackerman nodded.

The investigation then focused on the three subjects where problems arose: Charms, Transfiguration, and Defense Against the Dark Arts.

"first question."

Please answer the following question: In actual combat, how can you combine the properties of the Shattering Charm and the Repairing Charm to perform a targeted defense and counterattack against multiple projectiles within 0.5 seconds of casting 'Protective Armor'?

This problem goes far beyond the difficulty range of OWL, and directly targets the practical application of spellcasting at the NEWT level.

There are two solutions.

Cedric's opening remarks made Ackerman's eyelids twitch.

Not only do you know how to answer, but there's also a second method?

"The first method is to utilize the residual magic power of the armor to create a shattering spell that vibrates the magic field and directly affects the flying device."

The second method involves using armor to protect against flight spells, and then utilizing…

Seeing that Cedric actually answered correctly, Ackerman coughed lightly and continued to ask:

"The second question is the safety margin of transfiguration."

Please explain why, in cross-species transformation, the risk of turning a mouse into a crystal goblet is far higher than that of turning a block of water of the same mass into a silver dagger?

"This is because mice are living organisms, and their original form has a high degree of plasticity, but this also brings certain risks."

Ackerman's fingers unconsciously tightened, his expression softening considerably—Cedric's brilliant performance made him inclined to believe that some kind of educational miracle might have truly occurred among the students of Hogwarts.
"The last question involves the philosophical foundation of Defense Against the Dark Arts. It's okay if you can't answer it."

In his book "The History of Magical Wars," Mr. Cuthbert Bins proposed that black magic does not originate from the spells themselves, but from the corruption of the mind.

Please discuss how to define whether a spell belongs to black magic, and whether the criteria for judgment should change with the times.

"The essence of black magic lies in its irreversible malice and systematic corruption of the essence of life. The key to judging it lies in the core intention and magical structure of the spell, rather than the mere appearance or result."

This standard should not change with the times, because respect for life is one of the fundamental principles that constitute magic.

"I'm all set—the theoretical assessment is over."

Ackerman glanced at Levi and found him still calm and collected, looking at his student with admiration—in fact, all three professors in the room did the same.

He even saw Dumbledore wipe his eyes with satisfaction.

"Although I think I've reached a conclusion—let's still conduct a practical test."

Ackerman stood up, walked to the open space in the center of the principal's office, and with a gentle tap of his wand, an examination table covered in dark green velvet appeared out of thin air.

With another gentle tap, various magical items appeared on it—items he had prepared in fixed locations in advance, anticipating this scene.

In this way, it can be captured directly when needed.

(End of this chapter)