novelraw Chapter 165 The Difference Between Third-Class Wizard Apprentices
Chapter 165 The Difference Between Third-Class Wizard Apprentices
It was a magical artifact.
—While both are used to prevent their own family members from dying outside, as the source of the mark of revenge, the method by which the wizarding school plants the 'mark' is naturally far more sophisticated than the methods used by wild wizards to plant the mark on their apprentices.
The vengeful mark that ordinary wizards plant on their apprentices is only used to sense the approximate location of enemies.
However, the vengeance items of the wizarding school can not only pinpoint the location of the enemy, but also anchor the location where one's own family members died violently.
The third-class wizard apprentice guarding the school first rebuked the 'students' who had come out to watch the commotion, and then activated the Revenge Crystal Ball.
Maps of the central kingdoms then appeared.
By zooming in on the map and comparing it, the wizard who stayed behind confirmed the identity of the deceased and the location of his death.
"It's Anselor." The wizard's eyes flickered for a moment, then he fell into deep thought.
The Silver-Gray School is not a powerful school. In the eyes of wild wizards, the Silver-Gray School is mysterious and unpredictable, but at the level of a 'school', its strength can be described as 'weak'.
For a wizarding school, a first-class wizarding apprentice is considered an "infant." At this stage, the apprentices' mental energy is very active and far removed from the limitations of the plane—this is when they progress the fastest.
Therefore, at this stage, wizard apprentices mainly stay at the school's residence to study, or cooperate with the wizards in the residence to complete some experiments, carry out some tasks, and take care of some medicinal herbs, etc.
For the school of thought, a first-class wizard apprentice—a wizard at this level—is not considered a strength, but rather an "asset."
During the learning process of those first-class wizard apprentices, some outstanding talents will be selected—they will be able to study and progress more single-mindedly, and will be allowed by the school to become second-class wizard apprentices.
For a school of thought, only wizarding apprentices at this level are considered part of the school's "strength".
When these wizards become second-class wizard apprentices, they are recognized by the school and their marks are implanted through alchemical tools. From this point on, they are considered to be formal members of the school and can move around outside as members of the school.
Meanwhile, if any of these people can generate a second temporary spell slot in the meditation space and have the opportunity to become a third-class wizard apprentice, they can become the core of a school and receive certain resource allocations.
From this perspective, Loon's encounter with the Scarlet Wizard was both the Scarlet Wizard's good fortune and Loon's own good fortune. If Loon had encountered another more knowledgeable and experienced wizard instead of the Scarlet Wizard, the wizard would have immediately realized that Loon could not possibly be a school wizard upon seeing that Loon was only a first-class wizard apprentice.
In the wizarding world, a first-class wizarding apprentice is not considered a wizard—but rather a fortune!
Even those wild wizards and wandering wizards, once they discover a "wild first-class wizard apprentice," they will choose to capture that "wild first-class wizard apprentice" and force them to use their mental power to condense "magic stone fragments."
The magic stone fragments circulating among the wizarding communities of the central kingdoms are mostly obtained through this method—an alternative form of mining!
In the Central Plains, the vast majority of second-class wizard apprentices, whether they are registered wizards or wandering wizards, have more than one mine slave under their command.
Of course, registered wizards, as wizards who have been "recognized" by the school, have fixed strongholds, so the "mining slaves" they control will be more numerous and more concealed.
As for those wandering wizards, the 'mining slaves' under their command are no match for those 'registered wizards'.
At the same time, when the school 'collects taxes' within its territory, it does so according to the number of wizards—for example, if there were five wizards in the Kingdom of the Shield, then taxes would be levied on those five wizards.
However, if other wandering wizards settle in the Kingdom of the Shield, and this is discovered by the Silver Ash School, then when the Silver Ash School collects taxes, they will calculate the total number of registered wizards plus the number of wandering wizards—but they will only collect this 'tax' from the five registered wizards.
Therefore, the registered wizards in each kingdom would drive away wandering wizards from outside, just as wild beasts guard their hunting grounds.
When a school of thought deems it necessary, even the "mining slaves" imprisoned by registered wizards will be considered "wizards," and then more "taxes" will be levied on those registered wizards.
Therefore, even among the registered wizards, the places where they imprison 'mining slaves' are absolutely secret.
Through this "abnormal" order, various schools of thought united to firmly control the power and influence of the wizarding community, while also controlling the number of unruly wizards to prevent them from becoming too numerous and threatening the dominance of the schools.
……
Within a school of thought, only the level of second-class wizard apprentices can be considered as the strength of a school.
In the Silver Ash School, there are twelve second-class wizard apprentices and four third-class wizard apprentices.
That's all their strength!
At the level of second-class wizard apprentices, Anselro, as a wizard apprentice with two temporary spell slots and a potential third-class apprentice, is naturally more valued within the Silver Ash School.
His teacher, Dilda, was one of the four third-class wizard apprentices of the Silver Grey School.
However, the wizard Dilda was not at the school's headquarters at this time.
A third-class wizard apprentice—this is already close to the 'limit' that this plane can accommodate.
At the same time, the third-class wizard apprentice is also a "qualitative change" in the wizard apprentice level.
Wizards use the presence of spiritual power as a trace, and by consuming spiritual power, they evoke mystery, thereby demonstrating various magical powers.
As wizards practice their skills, they gradually get closer to the "mystery".
Upon becoming a third-class wizard apprentice, the apprentice must invoke mystery, allowing it to permeate their 'body' and 'soul'.
From this point on, the wizard apprentice's spiritual power will gradually 'merge' with the mystical.
At this point, after expending their spiritual energy, wizards need not only to rest and meditate to restore their full strength, but also to invoke mysticism to harmonize with their spirit.
This plane, however, can only accommodate a third-class wizard apprentice.
From a mystical perspective, this plane is a mysterious 'shallow beach,' and the mystery contained within it can be described as rather 'thin.'
Therefore, it becomes extremely difficult for third-class wizard apprentices to recover their "mystery" after consuming it—just like the cultivators in Luo Ang's previous life who, after consuming their spiritual power in a place with scarce spiritual energy, found it difficult to recover their spiritual power by absorbing spiritual energy.
Therefore, in this plane, those third-class wizard apprentices who did not go to the central continent either chose not to resonate with the mystery, keeping their distance from it, or, after completing the resonance and coordination with the mystery, sought a place where the mystery had accumulated as their place of cultivation and meditation, and as their place of building wizard towers.