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The week after I spent some quality time alone with Alfe for the first time in a while, the initial classes for elective courses based on our majors finally began¹.

The morning schedule remained unchanged, with shared classes as before. However, it was formally announced that in the afternoons, the Military Science department would be taught by Mr. Tanutanu, the Magic department by Ms. Matilda, and the Engineering department by Professor, the homeroom teacher of Class E.

Alchemy and Magic Engineering, specialties of the Engineering department, were not part of the shared curriculum. As a result, most Engineering students, except those from Class E, were meeting Professor for the first time.

During the teacher introductions at the entrance ceremony, I vaguely recalled him identifying himself as Albert Ampiere. However, both students and faculty alike seemed to call him simply “Professor.” His distinctive attire consisted of a shirt, tie, and center-pressed slacks, coupled with a white lab coat instead of a conventional jacket. Rumor had it that he was regarded as the most brilliant mind in the Arcadia Empire.

That said, having a brilliant mind doesn’t necessarily make one an exceptional teacher. Word had it that, within Class E, he was treated more like a background presence. Consequently, it was still unclear what kind of lessons he would conduct.

Noble students who chose to pursue the Engineering department were few and far between, and those who ventured into this field tended to have an insatiable thirst for knowledge. Compared to the Military Science department, where rumors swirled about grades being heavily influenced by one’s family status, or the Magic department, where the gap between demi-humans and humans was often emphasized due to innate magical abilities, the Engineering department seemed like a more welcoming environment.

After lunch, I entered the spacious classroom designated as the laboratory, immediately noticing that it was well-stocked with tools essential for alchemy and magic engineering.

Not only were there various materials, but even pre-shaped metal components were arranged neatly. This suggested that the lessons would be quite practical in nature.

The classroom tables were large workbenches, each paired with a simple, backless round stool arranged neatly.

The elective courses for each major were conducted with students from all grades combined. Older students, who had already claimed their usual spots, were seated and observing us first-years with evident curiosity as we walked in.

Although they didn’t actively approach or engage us, the atmosphere was welcoming, making it clear that we were being received warmly.

I took a seat in the very back of the classroom to avoid drawing attention and discreetly observed the upperclassmen gathered at the front.

On their desks were magic engineering devices that appeared to have been crafted during last year’s lessons or as spring break assignments. Familiar items such as dryers and recorders were prominently displayed. Judging by their presence, it seemed that lessons focused on creating magical devices for daily life had been part of their coursework.

Isaac, Romeo, and other familiar students from Class F also arrived and took their seats. I greeted them with a slight nod and waited for the Professor to make his entrance.

The bell signaling the start of class rang, but the Professor did not appear right away.

About ten minutes after class began, the Professor finally showed up, carrying a hefty book under one arm and scratching his unkempt black hair.

“…Welcome to the Engineering department. I understand that you first-year students taking this course have an exceptional interest and curiosity in alchemy and magic engineering. Therefore, for today’s lesson, your task will be to use the knowledge you already possess to create a magical device. Second- and third-year students may spend this time putting the finishing touches on their spring break assignments.”

As soon as the assignment to create a magical device was announced, a wave of murmurs swept through the first-year students. Even with the full three hours of the afternoon class session, the scope of what could be completed within that time frame was quite limited. Meanwhile, the upperclassmen appeared unfazed, calmly discussing and critiquing their own devices.

“First-years will be starting from scratch,” the Professor continued, “but I’ve prepared the materials and reference documents you may need here in the classroom. You are free to use any of them, including my personal research papers and books.”
“…Can we make anything, as long as it’s a magical device?”

The question came from Romeo, who raised his hand as he spoke.

“Of course. However, you may find it useful to revisit the definition of a magical device.”

Interesting—this was shaping up to be an engaging approach to the lesson.

In magic engineering, a magical device was generally defined as an object that operated through the flow of aether. While most devices used in daily life were mechanical in nature, strictly speaking, being a machine was not a requirement for a magical device.

For example, my Ars Magna unleashed its power through the flow of aether, which classified it as a magical device. Thus, even a simple paper book could be considered a magical device, as long as it met the criterion of functioning through the flow of aether².

Similarly, the size of a magical device was not strictly defined. There were small devices like toys that fit in a child’s palm, or even smaller ones such as sound amplification devices small enough to fit inside an ear canal. On the other end of the spectrum were large-scale devices such as Mecha Soldiers and Subordinate Units, which were massive magical devices activated by channeling aether and designed to allow humans to operate them from within.

That said, completing both the design and construction within three hours would require considerable ingenuity.

When I glanced at the Professor, he was muttering to himself while continuing to read the book he had brought under his arm. It seemed he intended to remain a passive overseer for the session. In contrast, the upperclassmen were actively helping first-years by sharing materials and references. Isaac and Romeo joined the discussion, gravitating toward materials and documents related to Mecha Soldiers and Subordinate Units.

They might be planning to create a toy version of a Mecha Soldier powered by aether. The small components resembling the exteriors of Mecha Soldiers and Subordinate Units spread across the workbenches seemed well-suited for such a project, especially within the time constraints.

The upperclassmen appeared to be discussing ways to refine their spring break assignments, collaborating to improve their designs. While a few students were attempting to create something entirely from scratch, others were consulting the Professor about dividing tasks among groups of two or three for efficiency.

The atmosphere was lively and congenial, making it an easy place to work.

Still, when given so much freedom, deciding what to create could be overwhelming. Perhaps I should start by reviewing some reference materials. With that thought, I moved to the corner where the research papers were stacked and immediately noticed one of the Professor’s papers placed on top.

It didn’t seem like it was deliberately showcased—it was simply there because the name Albert Ampiere placed it at the top alphabetically³.

1. Robinxen: I honestly expected more pushback over the noble incident.
2. Robinxen: Interesting.
3. Robinxen: I think we all know where this is going.

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