Chapter Five - Tests
July 2, 2001 6:00 PM - July 3, 2001 2:00 PM
"Since it's already six PM," said Dumbledore, tucking away his pocket-watch as he escorted Terri from Snape's office, "it would probably be easiest for everyone involved if you and Miss
Freeman slept here at Hogwarts tonight." Their footsteps echoed down the empty corridor. "I'll arrange for you to sleep in one of the dorms."
When they reached the top of the stairway leading from the dungeons, Terri took several deep breaths, glad to inhale air that did not smell musty. She realized, with a certain creeping dread,
that if she did get the position, she'd be spending a lot of time down there. "Um, Professor Dumbledore?" she began hesitantly.
"Yes?"
Terri glanced down the stairs, then back at the wizard. "Can anything be done about the air in the dungeons? Maybe...improve the circulation or something?"
Dumbledore stroked his beard, lost in thought for a moment. "Possibly," he said at last, then sighed. "You'll have to solve that problem yourself, though. Sadly, I can't spare it the time
it deserves." He looked genuinely apologetic. "But come with me. The air is fresher outside...and I don't doubt you can use a breath of fresh air."
Terri nodded vigorously in agreement. They passed through the large double doors and began strolling around the grounds of Hogwarts. The heat of the day had eased somewhat, leaving the air pleasantly warm and full of the brown-green scent of growing things. Terri smiled as her feet touched the grass and she looked up into the clear blue sky; it was certainly a refreshing change
from the dungeons!
"You'll be seeing more of this shortly," said Dumbledore as they strolled around the castle. He gestured to one of the vine-covered trees. At her puzzled look, he continued, "I thought you might like to see our greenhouses. Miss Freeman is already assisting Professor Sprout in Greenhouse One."
Terri goggled. "How did that happen?" she blurted.
Dumbledore smiled. "Professor Sprout saw us having tea in the Great Hall and stopped in for a cup before going back to the greenhouses to tend to the plants...Miss Freeman volunteered to
help," he said. "In fact, she was...rather eager about it."
I'll bet she was, Terri thought in dismay. "Er, she didn't--that is, she wasn't--I mean, I hope Professor Sprout wasn't offended," she fumbled.
Dumbledore's eyes widened, and he actually laughed. "Miss Weasley, have you ever known a gardener who wouldn't take help when it was offered?"
They arrived at one of the glass buildings; "Greenhouse One" was clearly stenciled on the door. Terri could make out two people inside. Dumbledore knocked twice, then opened the door. A petite witch with streaks of gray in her short brown hair looked up from potting a small Creeping Vine that was trying to crawl away from her. "Hello, Headmaster," she said, and spared Terri a smile and a nod before expertly scooping the vine back where it belonged.
Deidre looked as if she had been fighting with mudpuddles--and lost. But she was grinning from ear to ear as she finished pulling weeds from a bed of plants that were...snoring? "The Lazy Daisies are done, Professor Sprout," she said cheerfully, wiping her hands on her caftan. "Do you need me to do anything else?"
"I don't think so," the little witch replied, and turned a questioning look to Dumbledore.
"Professor Sprout, this is Terri Weasley," said the headmaster, making introductions. "Miss Weasley, this is Professor Sprout, teacher of Herbology and head of House Hufflepuff." Terri and the professor shook hands. "Would you be willing to give our doctoral candidate a tour of the greenhouses?" he asked hopefully.
The Herbology teacher twisted her mouth as she thought. "I can't give a really complete tour at this hour...but..." Her face cleared. "I can at least give you some idea of what's growing where. It's not much, but I think it'll get you started on ideas for your magic beads."
Dumbledore took leave of the ladies then, to make arrangements for Terri and Deidre's dinner and sleeping space. Deidre could barely contain her excitement during the tour...and it wasn't just from discovering how wild the plant world could be, given half a chance. "Terri, guess what! Arthur said he'd be willing to put us up with his family at his home during the week we're here! Isn't that wonderful?"
"That's great," Terri replied, dividing her attention between her friend and some Bleeding Heart plants that were dripping into large glass beakers. While Professor Sprout checked over the
plants, Deidre dragged Terri aside.
"Guess what else?" she whispered, looking nervous.
"What?" Terri now gave Deidre her full attention.
"Professor Dumbledore said...said I'm a latecomer." She looked down, a bit embarrassed. "I'm a witch."
Terri opened her mouth to crack a joke, then closed it. Instead, she grinned, and said, "Welcome to my world...Ditsy." She ducked, and Deidre's hand connected only with air.
The rest of the night passed uneventfully. Terri and Deidre joined Professor Dumbledore for dinner in his office, where he explained the special terms he had in mind. They involved Deidre assisting Terri as a teacher's aide, among other points. Both would get food and board at Hogwarts. Terri would receive a salary, in wizard money, deposited at Gringotts; Deidre would receive a smaller stipend, but could audit any class she wished when she wasn't helping Terri, so long as she wasn't disruptive. Both would have library privileges, but only Terri would have access to the Restricted section.
"Well, I promised my job I'd give them two weeks' notice, and then there's Mrs. Kenswick," Terri said.
"The term won't be starting until the beginning of September," Dumbledore pointed out, "though you'll want to get here the week before that. As for Mrs. Kenswick...hmmm." He grew thoughtful for a moment. "It occurs to me that it might be...useful to have an apartment in the States. It could be a safe haven." He nodded, then smiled. "I'll tend to that myself."
Both Terri and Deidre thanked him profusely. After dinner, he walked them over to Gryffindor Tower, where they would be spending the night in the dorms. He gave them each a small bottle filled with a purple fluid. "This will help you sleep. Take it after you get into bed, and drink it all."
"Password?" said a feminine voice. Terri turned, and was a bit startled to see that it was a portrait of a fat lady in a pink dress that had spoken.
"Bumbershoot," said Dumbledore, and the painting swung open, to reveal a cozy room decorated in red velvet and filled with overstuffed chairs and sofas. "Take the right staircase, and go into the first room on your left; you'll find two poster beds made up, with your luggage next to them. Sleep well."
The two friends found things exactly as the headmaster had described them. By now it was eleven PM local time, but their bodies insisted it was only six PM. No matter; the purple potions
were fast-acting, and both woke up refreshed the next day. Terri grinned; except for not dreaming, it had felt very much like a natural sleep, leaving her feeling none of the grogginess she normally associated with sleeping medications. Just let me at that practical, she thought.
Deidre yawned and stretched. "Mmm, four poster feather beds," she sighed. "I could get used to this."
Terri snorted, and started disentangling herself from the covers. "Don't get too used to it. We'll be staying with Arthur and his family for the rest of this week. I'm very grateful, of course,
but there's no telling what the arrangements are like there!" She kicked the blanket off, and felt her foot connect with something solid. Something that most definitely wasn't a blanket. In
fact, she heard it land, with a whuf! and a high-pitched squeak.
"What the...?" Deidre glanced over, then gasped. Terri looked at her, but she just covered her mouth and pointed.
Following the direction of her gaze, Terri turned...and saw the most remarkable creature. Gavin had described house elves to her, but she'd never actually seen one. The little creature had large,
bat-like ears, and eyes the size of tennis balls. He quickly jumped up to his full height (no more than three feet) and executed a comically low bow, touching his long slender nose to the floor. "I is Dobby, Miss -- and Miss," he said in his high-pitched voice, bowing to both Terri and Deidre in turn. "Professor Dumbledore sent Dobby to ask Misses what they want for breakfast, and to bring it up," he continued. "Also to tell Miss Terri Wheezy that test will start in an hour and a half."
Terri covered her mouth to keep from giggling. She couldn't help it; his formality contrasted wildly with his looks and his...she guessed it had to be his clothing. He wore a bright pink tea cozy for a hat, decorated with a number of bright pins; a red tie with blue horseshoes covered his bare chest; a pair of gym shorts maintained his decency; and mismatched socks covered his feet.
"Thank you, Dobby," she said, grinning. Looking over at Deidre, who watched the exchange in astonishment, she continued, "What's the matter, haven't you ever seen a house elf before?"
"You know I haven't!" exclaimed Deidre, throwing a pillow at her friend.
Dobby jumped forward, grabbing the pillow. "Is something wrong? Is Miss angry?" he asked in concern.
"Yes!...Well, no, not really," Deidre said. "I just wasn't expecting...expecting anyone, to be honest. So then you show up, and Miss Know-it-All over there," she gestured at Terri, "is so
blessed casual about it!"
"Dobby is sorry, so sorry he startled Miss," said the house elf, distressed. He began hitting his head with the pillow. "Bad Dobby! Bad Dobby!"
This time Terri and Deidre both lost control. Amid more giggles, they managed to pry Dobby from the pillow and explain that it really wasn't his fault. They put in their order for breakfast,
and also made Dobby direct them to the nearest showers. By the time they finished their morning ablutions, Dobby had returned, carrying a tray with two gold plates, two glasses, two linen
napkins, and the appropriate utensils. He placed it on a nearby table and bowed once again. "Is there anything else the Misses wish Dobby to do?"
"I don't think so," said Deidre. Turning to Terri, she asked, "Do you tip house elves?"
"Tip?" asked Dobby, clearly puzzled.
"Erm." Terri hesitated. Gavin had glossed over this part a bit when he told her about house elves. "I don't think so. I think the house elf's...employer is supposed to take care of their...money. Is that right, Dobby?"
"Dobby takes care of his own money, Miss Wheezy!" Dobby said proudly. "Or...other Miss called you Miss Know-it-All. Is you Miss Wheezy or Miss Know-it-All?"
"Miss Wheezy will do," Terri said quickly, before Deidre could cut in. She looked over at the tray; there appeared to be twice as much food as they'd asked for. "Well...unless you have something else you need to do...you could have breakfast with us."
"Have...breakfast...with...you?" Dobby's green eyes grew huge. "Even the great kind Harry Potter never asked Dobby to share his breakfast!"
"You know Harry Potter?" Terri asked. It shouldn't have been so surprising, she realized; Dobby works at Hogwarts, Harry Potter goes to school here...
"Harry Potter helped Dobby become free, Miss Wheezy!" Dobby clapped his hands, grinning from ear to ear. "Harry Potter tricked Dobby's old master into giving Dobby a sock...and now Dobby is free, and is getting paying for his work!"
"That's great -- but let's eat," said Deidre. The two friends grabbed their plates and utensils and began eating. They used one of the napkins as a makeshift plate for Dobby, who still could
hardly believe that he was allowed to eat in their presence. Deidre asked him lots of questions about house elves...and was rather less than pleased at the sound of some of the answers. But
both women agreed that Harry Potter sounded both clever and noble for what he did to help Dobby.
By now Terri began to feel the nervous excitement that always touched her before a big test. She finished first, then took out the things she'd need. A clean sweatsuit to wear under her robes;
the robes themselves; her white leather belt...
"Did you forget something?" asked Deidre without looking up from her food.
"No, I--wait." She froze, remembering what had happened when she bumped into the bookcase in Snape's office. Gingerly, she lifted her black velvet wand bag. One glance told her that the wand within was a bit...bent. Cautiously, she opened the bag and took out her wand. The wand she had made herself 13 years ago...her first and only wand...
It was bent. And splintered. Badly. It was not quite broken, but she didn't think she wanted to cast spells with it like this. She blinked furiously, and felt a lump rise in her throat. True,
potions didn't call for much wand use, if any...but how could she go into the practical with a wand like this?!
"Oh my Goddess!" Deidre exclaimed. Terri looked up; Deidre wore nearly the same expression she had when she saw Dobby for the first time. "Can you use it like that?"
"Can you fix it?" Deidre asked. "Even just long enough to get through the practical?"
"I don't--maybe." Terri took a deep breath, and tried to compose herself. Turning to their unusual companion, she said, "Dobby, is there any Spellotape around?"
The house elf, who had been looking at the wand with a shocked and mournful expression, suddenly brightened. "Yes, Dobby knows where there is Spellotape! Dobby can bring it to Miss Wheezy right away! Should Dobby go get it now?" he asked, bouncing up and down in his
eagerness.
"Yes, please," said Terri. Dobby hurried out the door. Terri slipped on her wrist-watch; her heart jumped when she saw the time. Not late yet, but...she quickly changed into her sweatsuit
and robes, and had just buckled her belt when Dobby returned holding the prized item.
"Isn't that just--" Deidre began.
"Not hardly," said Terri. She took the tape from the house-elf. "Thanks Dobby."
"Miss Wheezy is welcome," said Dobby, bobbing a quick bow. "Dobby will stay until Miss is ready and then guide her to the test."
Terri spared him a quick smile; she'd read about how easy it was to get lost in Hogwarts, and after all the twists and turns she'd traveled yesterday, she certainly believed it. Gently, she
straightened her wand, then gestured for Deidre to come over. "Here, hold it exactly like this, would you?" she asked. Hardly daring to move, Deidre held the wand steady while Terri quickly
but carefully applied three layers of Spellotape to the damaged area.
"Misses must hurry," said Dobby, hopping from one foot to the other.
"Almost done," Terri replied. She gave the mended area a quick squeeze; the tape magically tightened. She knew now that nothing short of a minor disaster would get it off. Taking the wand back from Deidre, she said, "Okay, let's go!"
Dobby turned to Deidre. "Miss is to please wait here; Dobby will be back soon to get dishes and take Miss to a place to wait for Miss Wheezy." Then he gestured for Terri to follow him, nearly
breaking into a run after they cleared the entrance to Gryffindor Tower.
"If we're really in danger of being late," Terri called out, "you can go faster--just make sure I'm still close behind you!"
"Miss Wheezy is a wise miss!" Dobby exclaimed--and took off at a run. Terri could hardly believe that someone with such short legs could move so fast--or, for that matter, that she herself could move so fast to keep up. She suspected that this had something to do with the mysterious magic all house elves possessed, but had no time to ponder the matter; almost before she knew it, they arrived at the door of one of the dungeon-level classrooms.
"Miss Wheezy must knock," said Dobby. "Dobby will come back after the test to bring Miss Wheezy to lunch."
"Thank you," Terri said. Then, on sudden inspiration, she added, "Dobby is a very GOOD house elf!"
Dobby's eyes widened. "Miss Wheezy is too kind!" He bowed and hurried away.
Terri smiled, and turned back to the classroom door. She knocked. "Enter," said Snape's voice. She opened the door. The classroom was lit with multiple torches; even so, it wasn't as bright as
Terri would have preferred. I've gotten so used to electric lights--well, and why not? They ARE better than torches for a number of things, she thought.
"You are just in time, Miss Weasley," said Professor Snape. As before, he was dressed all in black; Terri wondered if he had any other color in his wardrobe, then kicked herself for being unfair. Black shows less dirt--a real advantage when you're dealing with potion ingredients all day, she realized.
"I would not wish to keep you waiting, Professor Snape," said Terri, with a civil nod. Maybe they could start on a better foot today.
"I am glad to hear that." He gestured to a seat behind a long table. On top of the table was a variety of items, but Terri had no chance to look at them before Snape commanded her attention
again. "As I said yesterday, this will be a three-hour practical to test your knowledge of potions and your teaching ability. The first two hours will be taken up with testing your knowledge of
potions." He gestured to the table. "I have gathered here the ingredients and tools you will need to put together twelve potions; on this parchment is the list of potions you are to assemble from these ingredients. They will be tested for their effectiveness at the end of the two hours." Terri did the math, and barely kept from wincing. Ten minutes per potion?!
"In the final hour," Snape continued, "you will complete four essay questions; they are written on these parchments." He held up four scrolls. "These questions concern what you would do in an
actual teaching situation. I assure you," he said, lips thinning in distaste, "that each of the situations described has happened before--more than once, in fact." He paused, his mouth twisting into a scowl. "While I will be the only one rating you on your knowledge of potions, Professors Dumbledore and McGonagall will be examining the answers to your essay questions--in addition to myself. Do I make myself clear?"
"Yes, very much so," said Terri, keeping her voice as neutral as possible. She thought it made sense that the headmaster and the deputy headmistress would like to examine how she planned to handle difficult situations. It looked as though Snape was mildly offended--as if this was a sign that he was not completely trusted.
"Very well," said Snape. He took out a large pocket watch and placed it in full view on the long, crowded table. "You may begin--now!"
Terri quickly got a feel for what was on the table. Twelve test tubes, lined up in a row like soldiers, each in its own stand, stood at the front of the table. On the far right stood three
large pitchers full of clear liquid--which she identified by smell and viscosity as water, alcohol, and glucose. Just in front of them sat three cauldrons on stands over what looked like alcohol burners. In front of the cauldrons were two sets of mortar and pestle -- one ceramic, one pewter and bronze. Then came the standard measuring spoons and cups, a brass balance-type scale,
some small knives, a large cutting board, and a grease pencil--no doubt for numbering the test tubes. The rest of the table was taken up with a dizzying assortment of ingredients, all unlabeled.
Plant parts of various sorts, glass bottles with colored powders, porcupine quills...was that a bezoar?!
Okay, Terri, take a deep breath, don't let your head start spinning, she told herself firmly. She looked over the list--and was relieved to discover she knew how to mix up most of the potions listed. Right, let's get started. She figured she'd better make the most of her time. Some of the potions required that ingredients be added in a certain order, but for most of them it didn't matter. So she began measuring out the dry ingredients into the test tubes, numbering as she went.
Snape's eyebrows went up. "What are you doing?" he demanded.
"What you asked of me," Terri replied, not missing a beat.
"That's hardly proper technique!" the potions master exclaimed.
"It is if you only have ten minutes per potion." Finishing up her measuring, she picked up her mended wand. I hope this works, she thought. She tapped the inside of one of the cauldrons with the tip of her wand, and heard a soft hiss. Yes, it was working. Smiling, she measured out an appropriate amount of water and poured it into the cauldron; it began to boil almost at once.
"Miss Weasley, you will not get good results if you hasten the boiling stage," Professor Snape intoned.
Terri looked up at that. The professor was standing no more than three feet away from her, on the other side of the table. His arms were crossed over his chest, and he frowned down at her work. She opened her mouth to protest his criticism--then stopped herself. It would be so easy to fall into playing his game, she thought. So why don't I just change the rules? She put a big grin on her face. "Tell you what--why don't we see if my results speak for themselves? After all--" here she took a quick look at the pocket watch "I only have one hour and fifty-three minutes left for this." So saying, she turned back to her potions brewing.
After that, she tuned out the potions master for the most part. She responded when he made comments, but she did not look up, nor did she rise to the bait of any of his criticisms. It almost
became a fun game of its own--particularly when she used a Flash Heat spell inside one of the cauldrons (after covering the top completely with the cutting board) to fully combine the
ingredients for one of the potions. It made a lovely noise, but as she expected, the cauldron held together. She nearly looked up when Professor Snape reacted to this; from the sound of it, he was having some kind of fit. Her tight focus paid off; she finished all twelve potions with thirty seconds to spare.
"Time," said Professor Snape. Terri looked up, smiled serenely, and nodded at the potions master. Inwardly, she wished she could get another shower. I haven't worked that hard and fast since the last time we had Deidre's old cooking teacher over for dinner, she thought. "Now," Snape continued, cutting through her thoughts, "I see that you have been fast. Let us see if you have been effective."
Potion number one was one of the first potions taught to first year students -- a mixture for curing boils. It was not the easiest potion to make; it had several finicky steps, and it was
usually taught early to put novices on notice that brewing potions was not as easy as it looked. Snape took an eyedropper from his pocket and used it to collect some of the potion. Holding the
eyedropper in his right hand, he drew back his left sleeve, revealing a boil. He emptied the eyedropper onto the boil; it disappeared instantly. Snape nodded. "Good; I would certainly
expect anyone teaching potions to be able to make that one in a hurry." He lowered his sleeve. Terri thought she caught a glimpse of a tattoo on the underside of his forearm, but she couldn't be certain.
Professor Snape tested the rest of the potions in a similar manner--for the Shrinking Potion, for instance, he removed a live mouse from a jar and fed it a few drops; it was instantly tiny and
hairless. It remained so for five minutes before turning back. "You've achieved unusual endurance with this potion," he commented, sounding as if the words had been forced from his
mouth.
Terri couldn't resist. "Changing the ratio of ginger root to dried--"
"Yes, yes, I know," Snape snapped. He had informed her that she'd been sloppy on her measurements for that one; she'd merely responded that she knew exactly what she was doing.
After testing the twelfth potion, he met her curious gaze with a neutral expression. "It would appear, Miss Weasley, that you know at least enough about potions to keep ahead of your students," he observed.
I should hope so, Terri thought. Due to time constraints, he couldn't test her on something as complicated as the Polyjuice Potion, of course--but some of the ones that could be whipped up
in a hurry had their own charms to recommend them. She was grateful he didn't make her brew some of the more undignified ones; she remembered one in particular that Gavin had taught her
which featured a step that involved shouting colorful metaphors into the cauldron while it boiled...
"Now let us see how well you will handle those students," said Snape. He handed her the four scrolls he had shown her earlier, and gestured her to a seat at another table. "I thought it would
have made more sense for you to use quill and ink, as all the teachers and students here at Hogwarts do," he said as she settled herself, "but Professor Dumbledore believed it would be more fair for you to use...something with which you are no doubt more comfortable." He pulled from his pocket a black Uniball pen. Holding it with just two fingers, he handed it to her.
Terri's face lit up. "Thank you!" she said sincerely, and took the pen from him as if it was a lifeline. Which, in a way, she supposed it was. Praise the Goddess, it's even a fine point! she
noticed.
Her joy was short-lived, however. Knowing that she had only fifteen minutes per essay question, she looked over all four before writing a single word. Her face fell. Her eyes widened in
surprise at one of the questions. She looked up at Snape, opened her mouth as if to speak, and closed it again when she saw his expression. He frowned, but nodded at her unasked question. Lord and Lady, then this really DID happen! she thought in astonishment. With a heavy sigh, she uncapped the pen and proceeded to tackle the task at hand.
The first question she chose to answer had two parts. "One of your students seems to know the answer to all of your questions (her hand is always in the air before everyone else's), never misses a question on exams, and always brews her potions perfectly. You believe this is causing a problem with the other students; for example, on at least one occasion, when you specifically requested that no one help another student with his potion, you believe she did. How would you handle the situation?" Terri touched the cap of her pen thoughtfully to her lips, putting herself mentally in the situation -- both as teacher and as student. She took a deep breath, then began to write:
It is clear that this student knows the information and justifiably wishes to be acknowledged for this. In class, I would make sure to call on everyone, not just her. I would also set up an appointment to see her during my office hours, to make sure she understood why I was doing this. If she has a special interest in potions, I would do what I could to engage that interest,
including special research assignments that allow her to gain points for her House without inciting jealousy among the other students. If I could, I would get her help as a student assistant,
while keeping in mind the possible fallout among her classmates for her becoming the "teacher's pet."
As to the incident in question, if I believe she helped the other student with his potion when I specifically requested she not do so, but I do not have proof, I would call both students up after
class for a discussion. Since I cannot prove it, I would have to let the situation go with a warning...but I would request she take the poorer student under her wing as a study partner, outside of class, so that he would not need any illicit assistance within the class.
The second part of the question was no less complicated; indeed, it was the opposite side of the same coin. "You have a student who is performing poorly in class; indeed, his performance is always at or near the bottom of the class. You are aware that his grades are better in other classes -- indeed, he is at the top of one of his other classes. You cannot seem to get through to him, and you suspect he may have a problem with you personally. How do you handle the situation?"
Terri winced. It's always harder when it's personal, she thought. But she plunged in anyway:
I see several possibilities for the performance problem, and each one needs to be handled a little differently. First, it may be that my teaching style does not work well with his learning style,
and that he is capable of learning the material if it is presented in a different format. In this case, I would speak with the teacher of the class he does well in, and get some suggestions from him or her as to a better way to present the material so that he understands it. Additionally, I would suggest that he join a study group.
Another possibility is that he dislikes the material itself. In this case, I would have a conference with him, in an attempt to find out his interests and his ambitions once he leaves the school, and try to explain how the material I teach in class relates to those interests and ambitions.
If the problem is with me....Terri hesitated, stole another look at Professor Snape, and turned back quickly to the essay when he glanced in her direction. Oh, I can see how this question might be relevant, she thought, and continued writing. If the problem is with me, I would examine my teaching style to see how I might have contributed to the problem. Several conferences with the student might be necessary, depending on the nature of the problem. It is nearly impossible for every student and teacher to like each other; but, given an appropriate amount of rationality on the part of teacher and student, both should be able to make it to the end of the semester having learned something from the experience.
With a sigh of relief, Terri set the scroll aside and proceeded to the next essay question. She barely noticed Professor Snape snatching up her finished parchment and beginning to read. The
question she had chosen to answer second read: "During a regular inventory of the potion supplies you keep in your office, you notice that some boomslang skin and bicorn horn are missing. You suspect, but cannot prove, that one or more of your students took these supplies. How do you handle the situation?"
Terri tapped her pen against her lips. Fortunately, Gavin Bones had given her a thorough grounding not only in the making of potions, but proper procedures in the storage and control of
potions ingredients. Indeed, she'd been very surprised to see that Professor Snape kept any unlabeled ingredients around; Gavin had told her that even Arsenius Jigger labeled everything (and she could believe it, after reading the first chapter of his textbook on potions). Remembering the section on the proper set up of a potions lab, she wrote:
First, I would check the logbook by the locked cabinet the supplies are kept in to see when was the last time the boomslang skin and the bicorn horn were used, and in what quantity. Then I
would check my own personal Potions Logbook, to jog my memory as to the last time I personally used those ingredients, and how much was left at the time. Assuming this cross-checking did not resolve the discrepancy, I would check with anyone else who has a key to
the cabinet (presumably the headmaster). If the issue is still not resolved, I would examine the lock with spells to discover any trace of magical or mechanical tampering, in the hopes of turning up some clue as to who entered the cabinet without authorization.
If all of these approaches failed, I would obviously need to consider for what potion(s) the stolen ingredients could be used. Boomslang skin and bicorn horn immediately suggests the Polyjuice
potion; it would be a simple matter to check to see if other ingredients for that potion are missing. If this is confirmed, a conference with the student or students suspected of taking the
supplies is now called for, during which I would try to discover why they were attempting to brew a Polyjuice potion (especially since such a potion is particularly advanced, and the formula is, one presumes, not available to most students). How I proceed from there would depend very much on what answers I receive, and whether or not I suspect the students are lying.
With another sigh, Terri put that scroll aside, and proceeded to the third question she had decided to answer. This was the one she had found nearly impossible to believe. "Three of your students, and a new teacher (who is a werewolf), have apparently aided and abetted a convicted criminal to dodge the law. How do you handle the situation?"
Terri shook her head and nearly threw down her pen in frustration. "I can't believe this," she muttered under her breath.
"Oh, I assure you, it actually happened," said Professor Snape silkily. Terri jumped; she hadn't intended her comment to be audible.
"How did you handle it?" she asked, looking up and forgetting herself.
"With great difficulty," the professor replied, frowning at the memory. "However, Miss Weasley, this test is about how you would handle it -- and you have only thirty-two minutes left."
Right on schedule -- for all the help that will give me with this question, Terri thought. She wrote:
A lot would depend on whether the convicted criminal was innocent or guilty, what he was convicted of, and what exactly the students and the teacher aided and abetted him or her in doing -- "dodging the law" can have a number of meanings. I would also have to consider how reliable the teacher and students have been in the past -- for example, is this part of a pattern of rulebreaking, or a new development? Is the convicted criminal a relation to any of those involved? How do the teacher, students, and convicted criminal explain their actions? I have been given far too little information to answer this question in what I would consider a satisfactory manner.
Maybe the points they take off for vagueness will match the points they add for honesty, Terri thought philosophically. With a quick check on the time, she pushed aside the third scroll andproceeded to the fourth and final essay question.
This question, at least, seemed most relevant to whether she could be a good instructor--and frankly, it was the one she'd dreaded the most. With a little more than twenty minutes left, she read: "Allowing for the differences in ages and abilities, and the limited time and space both for answering this question and potions instruction, please give a number of examples of what you
propose to do to keep your students interested and on track through a full school year of instruction." Damn, I wish Deidre was here to answer this one, thought Terri. But Dobby had taken Deidre somewhere to wait for Terri--probably back to the greenhouses to help Professor Sprout--and even so, this was one question that Deidre couldn't answer for her. Deidre may be a
trained teacher, but she would be Terri's assistant...a "junior partner." Ha. So what would Deidre do? Or, maybe better...what would Gavin do? She smiled then, as a wave of nostalgia overtook her...and she began to write:
For all of the students, I would begin the first class with a five or ten minute review of lab safety...a little longer for the first years, of course. After that, for the first year students, I would
cover the ways to identify what a potion is, as interactively as possible--perhaps playing a modified game of "twenty questions" and pretending to be a potion myself. The next lesson would include an appropriate beginner's potion that introduces many of the various techniques used in making potions (i.e. boiling, cutting, mixing, measuring, etc), with a careful focus on the safe and accurate use of tools. While I would adhere with reasonable closeness to the textbook, I would enliven the class with my own experiences with potions. I would also encourage the students to ask questions at every opportunity, even to the point of partly restructuring what is taught if there is enough interest. Here I would also make sure good habits are established, such as keeping a log book of "experiments."
For third-year students, I would want to begin a somewhat deeper study. These students are old enough to understand where potions ingredients come from, and even gather some of their own. The first class would include an exercise in "gardening;" that is, planning a garden for a particular sort of potions master (i.e. one chiefly interested in healing will have different plants
growing than one chiefly interested in making magical inks and pigments, for instance). In addition to following the textbook, I would encourage the students to make connections--to gain a better understanding of what each ingredient adds to a potion, and why, and how they all work together. For the more advanced students at this level, I would set the problem of modifying the recipe of an already-existing potion so that it has a slightly different effect (a longer duration, for instance).
Fifth-year students should be capable of more original work. At this level, I might grant permissions to highly responsible students to do some work in the Restricted section (only for very specific books, and for very limited purposes). A wider understanding of the more exotic potion ingredients would be taught, as well as potions creation theory--for instance, I might
give an explanation of how the creator of the potion that allows werewolves to retain their minds at the full moon came up with his formula. Students would be expected to have mastered the basics, and be ready to understand the context behind which potions research is done. An assignment, for instance, might include taking the recipe for one of the more advanced potions and explaining why each ingredient is used and each step is done the way it is. An advanced student at this level might be able to create an original potion, and document all the steps he or she took along the way.
Seventh year students should be capable of truly original experiments. They must fully understand the proper methods of research, and the reasons those methods are used (i.e. the purpose of keeping a book documenting experiments, of changing only one thing at a time, etc.). The first half of the class year would be devoted to potions study and making sure that understanding is firmly in place; the second half would be devoted to independent study. This study, which would have to be approved for each student or group of students, would be designed to let the seventh years see how potions apply directly to their interests--for example, someone interested in a career as an announcer might work on a potion that lets him or her speak longer without damage to the throat, or changes the voice for a certain period of time. I would work closely with each student, and expect to receive a weekly report of his or her progress.
In general, for all students, I would try to show them how potions is tied into other areas of magic--how many potions ingredients are derived from plants, for instance, for a student particularly interested in Herbology. If possible, I would try to bring in a guest speaker once a month, to talk about how they work with potions or how their work is relevant to potions (i.e. a nurse or mediwizard would be a good example). Obviously, I would not expect most or even many of my students to pursue a career related to potions; I would figure that I have done my job if I give them a better understanding of, and respect for, the field.
And if they manage to blow up the lab fewer times than I did, so much the better, Terri thought, and could not keep the smile from her face. She would have written more, but Professor Snape called "Time" just then, so she handed over the fourth and final scroll.
Snape took it from her quickly; she held out the pen to him as well, but he looked at it with distaste, and shook his head. "Please keep it. A...memento of your interview." His dark eyes met
hers briefly. "I've been...instructed," he said tightly, "to ask if you have any questions before your answers are graded. I assume you have none?"
You mean you HOPE I have none, Terri thought. Her mouth twisted, and the daring thoughts that had asserted themselves in Snape's office when he first tested her knowledge of potions ingredients returned. She took a deep breath and stood up, one hand lightly resting on the table. "As a matter of fact, I do have one question," she said.
"Oh really?" said Snape. Whether or not he was surprised, Terri could not tell--but he was certainly not pleased.
"I don't know," Terri replied, and her voice quavered. Damnit, don't panic, she told herself, swallowing hard. Not now...
