"Miss Chang, why don't you start?"
Cho Chang blinked in surprise at being called on, but quickly remembered Professor Flitwick's lessons. She straightened in her seat and replied,
"Professor Flitwick taught us that correct pronunciation, wand movement, and wrist motion all directly affect the final outcome of a spell."
"Correct," William nodded approvingly. "These are the most basic factors and the primary focus of classroom teaching—ensuring you can use magic."
"What else?"
Percy's hand shot up immediately. At William's signal, he adjusted his glasses and answered confidently.
"Practice and familiarity are also crucial. A beginner and someone who has practiced a spell extensively will produce very different results."
"Exactly," William agreed. "Even if your incantation and movements are textbook-perfect the first time, the feedback from casting a spell ten, a hundred, or a thousand times is entirely different."
He tapped the desk lightly. "Once a spell becomes muscle memory—its power and casting speed improve dramatically. This is the dividing line between a duelling master and an ordinary wizard."
William paused, his expression growing more thoughtful.
"Next is magical power itself. This concept is easy to grasp." He offered an example. "Ask a first-year to cast ten Stunning Spells in a row without rest. Whether the target faints is uncertain—but the caster will collapse from exhaustion first."
Charlie raised his hand. "Professor, what determines magical power? Is it innate?"
"Magical power is abstract; the wizarding world has no standard measurement." William smiled. "Think of it like physical stamina. Casting repeatedly causes sweating, heavy breathing, and fatigue—clear signs of the connection between magic and physical condition."
"Adults therefore have an advantage over children. Their bodies are fully developed, and their 'magical reservoir' is larger. Likewise, among peers, those with stronger physiques often have greater magical endurance."
He pointed to Charlie. "For example, you. As a Quidditch player, your physical fitness is among the best in your year, giving you superior endurance in prolonged spellcasting."
Charlie grinned proudly and patted his arm.
William paused again, sipping tea before asking, "Aside from technique, practice, and physical strength, what else might determine magical power?"
The students exchanged uncertain glances. Percy flipped through his book. Charlie scratched his head. Cho bit her lip in thought.
Then a hesitant hand rose.
Cedric Diggory.
"Professor… I think emotions, or willpower—can affect magic."
For the first time, surprise flashed in William's eyes. Not at the answer itself, it was well known in advanced magical theory—but that it came from a second-year rather than the older students.
He found himself paying closer attention to Cedric.
Looking at the bright, confident boy, William couldn't help noticing similarities to his younger self—appearance, temperament, talent. His appreciation grew.
"Completely correct, Mr. Diggory," William said seriously. "Intangible forces like Emotion and willpower play a powerful role in magic."
"The clearest example is Dark Magic. Most dark spells don't demand exceptional technique or vast magical reserves. Strong evil, anger, or hatred alone can grant tremendous power—even to poor students."
He paused, voice growing more serious.
"There is also a more extreme example, one not mentioned in textbooks or mainstream publications."
"It is called an Obscurial."
The unfamiliar term left the students puzzled.
Percy suddenly broke the silence. "I once saw a shop in Diagon Alley called Obscurus Books. Is that related?"
No one responded.
William continued calmly.
"When a young wizard deliberately suppresses their magic, often due to abuse or fear—the suppressed magic twists and darkens. This can create a parasitic force called an Obscurus, and the host is known as an Obscurial."
The room grew colder as his voice echoed.
"When unleashed, an Obscurus is immensely destructive—levitating, shattering, and tearing apart objects without physical contact. In severe cases, one could destroy half a city in a short time."
The students listened in stunned silence.
William clapped his hands, easing the tension. "This example is unusual because Obscurials rarely live past ten years old."
"A child with no wand, little training, and limited magical reserves can still unleash power that terrifies adult wizards. This nearly overturns everything we discussed."
He looked at Cedric. "It proves that when emotion reaches an extreme, magic responds and undergoes a qualitative change."
Seeing their tense expressions, William smiled reassuringly. "Fortunately, this is extremely rare. According to British records, none have appeared in over two hundred years."
"Treat it simply as an illustration of how emotion influences magic."
He glanced at the clock. "That's all for today. Dinner is soon. Think carefully about what we discussed—it will help you greatly, especially in practical magic."
The students left in a daze, clearly still absorbed in the chilling concept of Obscurials.
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