Saved by the Spell: Elusive Insights

[00:00:03] Speaker A: Welcome back to Barely DND your sorta Dungeons and Dragons podcast. I am not your resident bard. Today we're all different people and we're doing a fun little one shot set in a magic school, which is actually a sequel to a one shot you never heard. [00:00:24] Speaker B: Yeah. [00:00:25] Speaker A: So take it away, DM boy. [00:00:29] Speaker B: Okay. And I think we've actually. Especially for the patrons. I think we've actually talked about this story before. I think we've talked about how we had to save by the spell of all back. And so we thought, you know, it's been so long since we've gotten to touch base with this world again. And I mean, same world, but it's been a while. But we wanted to just get back into the story. It's been a while. So we are going to play a little sequel session. So it's your first time with Saved by the Spell, but this is gonna be a sort of episode two and we really like this world and we have some one shots, some one shot slots planned before the end. So maybe we'll do a couple of these. Maybe we'll have like, maybe it'll become like a little. A little miniseries kind of the way that the adventures of Bulgurk and Eek have. So actually have a loose idea for two more Saved by the Spell episodes. But we are, we're gonna be getting into that. This is set in the. I'm gonna give you guys a whole lore intro setting here in a second, but this is being set in Vashtan and it's going to be a little bit in the past, further back from the campaign a couple decades back. And it's set at the Vashtan Institute of Magic, which is one of the foremost schools for magic in the world. Really Highly esteemed, not an uncompetitive environment. And so basically this is like, I mean, calling it the Hogwarts of Yalbrin is a bit of a simplified equivocation, but it's also not totally wrong. So that's the kind of vibe for the session. Light hearted. [00:02:05] Speaker C: We have. [00:02:05] Speaker B: We have a couple of regulars and a couple guests. We have Jekyll. She's here. And we have Grickle. She's muted while she's getting tea. Daniel, you want to introduce yourself? [00:02:20] Speaker C: Wow, I think you can't call me that. Yeah. [00:02:31] Speaker B: We could, we could use your last name. And we could call you Kickle. We have Kickle, Sickle. How did we get started on this? Where did the ickles come from? I can't remember anymore. [00:02:45] Speaker A: You started it with J. And then you started doing everyone's names like that. [00:02:51] Speaker B: We were talking about a pickle at some point one day, and I said jickle, and we all lost our minds. Yeah. Okay, so we've got jickle and J. Daniel's here, and we have. We have a. A guest no one else has ever had the privilege of playing with on recording. Andrea, want to say hi? [00:03:09] Speaker D: Hello. We are not doing an ikkle with my last name. Um, we're just not gonna do that. [00:03:16] Speaker B: You don't want to be Rickle. [00:03:17] Speaker D: But I am usually. [00:03:18] Speaker B: You don't want to be Rickle. [00:03:20] Speaker D: I do not want to be Rickle. [00:03:23] Speaker C: Rickle. [00:03:23] Speaker D: This is not Rick and Morty. [00:03:25] Speaker B: How do we do it with Andrea? [00:03:27] Speaker A: Nickel Rickle. [00:03:29] Speaker B: Would it just be. [00:03:31] Speaker D: Oh, no, you keep calling Abby Grickle. [00:03:34] Speaker A: And her name is not Gret. [00:03:37] Speaker B: Yeah, but we've been using. We've been using Grickle, like, with the grabby because of credit. [00:03:41] Speaker A: Okay, okay, okay, okay, fine. [00:03:44] Speaker B: Anyway, welcome. [00:03:45] Speaker D: Maybe Zickle, because I'm usually. I'm usually J. Viet enough. [00:03:50] Speaker B: No, no, no. I like that. [00:03:51] Speaker C: I like. [00:03:52] Speaker A: Shout out to J. [00:03:56] Speaker D: Hot boy prince of the warriors of the. Well. [00:04:01] Speaker B: The listeners are actually. [00:04:02] Speaker D: Especially the patrons are actually God's favorite princess. [00:04:05] Speaker B: Oh, my God. They're. They're very familiar with Jian because I think we've posted six or eight adventures from Legend of the new ones on the Patreon now. So for listeners who are on Patreon, you're very familiar with Andrea because you've heard her play Xavian a number of times, but today they're playing oh, my goodness. And we're all very familiar, but today they're playing very different characters. So I'm gonna read some lore, and then we're gonna get into it playing little kids. Okay, so for my note taking nerds, this one shot is called. Did you say nerds? You say my note taking nerds, this one shot is called. I know. That was a good one. This one shot is called Saved by the spell. Elusive insights. [00:05:06] Speaker E: Elusive insights. You say. [00:05:10] Speaker B: Elusive. [00:05:11] Speaker A: I'm proficient in insight. [00:05:13] Speaker B: Oh, my goodness. I'm gonna go out on a limb and say you're proficient in everything. [00:05:19] Speaker A: No, that's not possible. [00:05:21] Speaker D: Zachary. [00:05:23] Speaker A: Not. [00:05:23] Speaker B: Not. No, I wouldn't do that. No, I would have tried. So getting into the. No, no, sorry. The other details. It's a level four adventure. The date is 3442pb. 3442pb. And the date is C, Kal S I apostrophe K, A L, L C K A L L 17th. [00:05:51] Speaker E: The day. [00:05:51] Speaker B: Of the week is beckon. So basically Friday. B, E C K A N It's Friday. [00:05:58] Speaker E: Friday. [00:05:59] Speaker B: Oh my goodness. I think you and Abby had the same reaction at the same time. She wasn't singing it, but she was doing the dance while you were singing. [00:06:07] Speaker E: My boss used to play that every single Friday. Well, not my boss, but another guy in an office. He would play it over the whole octave speaker system. And I really hope that he's still there and that he still does that. It was really, really fun. [00:06:21] Speaker B: That's diabolical. [00:06:23] Speaker E: It was really great. [00:06:24] Speaker C: I'm. [00:06:25] Speaker B: I'm not sure if that counts as a copyright song. I would assume not. [00:06:28] Speaker E: It does. [00:06:29] Speaker A: No, it does. [00:06:30] Speaker B: It's huge. [00:06:31] Speaker E: No, it's huge. [00:06:33] Speaker D: It's a com. [00:06:34] Speaker E: I don't know the other words. [00:06:38] Speaker B: Has ever learned them. [00:06:39] Speaker E: I'm in the back seat. My friend is in the front seat. [00:06:43] Speaker B: And it's at this part that Abby will have a crashing, searing pain in her mind as she remembers the whole point that we don't sing these songs is because of copyright and that they could pull our episodes down and all that. [00:06:54] Speaker E: So we're safe. Don't worry. [00:06:58] Speaker B: All you have to do is hit the. Is hit the tone. But oh Laurentide. For all of the many wonders found in Vashton's capital city of Vash, the Vashtan Institute of Magic may be the central jewel in its crown. An institution of both basic education and higher learning for the revered and valuable study of magics. The hallowed grounds of the Institute house boarded students for their preteen ages to young experts in their fields, all united in their pursuit of the arcane races and cultures from around Yalabran are represented in this mini metropolis of magical machinations where students spend a near year round schedule in the education of the wondrous and phenomenal. Our group of novice mages are halfway through their fifth year at the Institute and have almost surmounted the impressive task completing their intermediate studies at the school. An accomplishment which would signify the solidification of their place at the institution and would propel them into their skilled studies. A heavy load of rigorous courses are laden with work as students return from their winter break. All around campus students are warmly bundled. All around campus students are warmly bundled and working with dedication to master their current curriculums and ensure that they will remain at the Institute through the year. Because as a quick note, as you all know, the Institute is not trying to breed a competitive environment, but you have to pass your courses to remain so you are not held over if you fail your classes. You can. I think it's that like students are permitted three failures in their entire academic career at the institute. And if you fail, you have only one break to recomplete any failed materials, which is the breaks are short, so none are more than a month. So basically you have to redo the entire class in a month and pass. So when students tend to fail, they tend not to. I mean, you have to really be a pretty incredible student to pass on. So, you know, the students are working hard not to fail so they can remain at the institute and continue climbing up through the ranks. So it's not like they're like cutting swaths of students out of the Institute every year, but like you lose students every year. And like the introductory studies are a large class and then the intermediate studies are a smaller class and then the skilled studies are a significantly smaller class. So it's very much like a pyramid of students at the Institute. Beyond the quorum arcane, the central building of the campus, and I'll just go ahead and spell that for you guys, that is quorum C O R U M. C O R u M. The quorum arcane. So beyond that, the central building of the campus where the great majority of students are housed, study and live. The broad, well manicured grounds of the Vashn Institute of Magic are dressed in the perfect sheets of soft white. The snow continues to fall, building into 4 inch embankments at the crown of the tall, magically enchanted hedgerow which surrounds the grounds and marks the borders of the private school and the great city of Vash, capital and eponymous namesake of the nation of Vashton, sprawls outward. Beyond those hedges, a moderate metropolis of trade, skilled manufacture guilds and cultures of the earth in bloom. While the winter flurries drift over the slowly bustling core of humanity, a litaning of morning courses judiciously reach their conclusion, pushing students through their marathon of information. Within each of the pocket dimensioned spaces of the quorum arcane, spaciously incongruent lecture halls of dedicated learners are being imparted foundational insights from the professors across a myriad of subjects. It is scattered among these carefully maintained spaces that our protagonal young stewards are both applying themselves to their final lectures of the week, while also abating their excitement for the coming weekend. Only minutes away. I'm going to have three classes here we're going to. And I'm just going to go ahead and telegraph these to you all. There's going to be three different scenes here. The first one is Fundamentals of Glyphic Theory. The second one is going to be Applications of Magical Phenomena. And the third is going to be Principles of Perception. Now I'll go ahead and say, durngl, you're playing an illusion. Your character's illusion, right? Illusion Wizard. The third is an illusion class. So I assume we would find you in that one. [00:11:27] Speaker C: Yeah. [00:11:27] Speaker B: And then what are the other. [00:11:30] Speaker A: Can you say them one more time? [00:11:32] Speaker B: I will, I will. The first is Fundamentals of Glyphic Theory. The second one is Applications of Magical Phenomena. And the third is Principles of Perception. So the third is like an illusion class. The second one, Applications of Magical Phenomena, is having an abjurations lecture today. So I assume a icle Andrea will find you. This icle thing is crazy. We'll find you in that one, I assume. But for the other two players, if you want, whichever class you want to be found in, let me know and I will describe that. You are in that one. So let me get some music going. [00:12:05] Speaker E: What's the last one? [00:12:06] Speaker A: I'm so sorry. [00:12:07] Speaker B: No, no, it's all good. I threw a ton of information at you. The last one is Principles of Perception. It's an illusion class. Now, for the record, in your intermediate series, by the time you've reached your skilled studies, you're only really taking classes that are either important growing Mage to Learn, or a part of your specific school that you're studying under. But if you are in your intermediate studies, you guys are still taking classes from an array of disciplines. So all of you could be found in any of these classes for the record, but just up to however you guys want to do that. So let me find a song here. [00:12:48] Speaker E: I have a question. [00:12:50] Speaker B: Yes. [00:12:52] Speaker E: So does like, are we. How do we choose which classes? Like, would we choose one and then go to the same one every single day, or do we kind of choose like each day? [00:13:05] Speaker B: It's like today it's like a college schedule, so. Oh my goodness. That's right. Well, in public schools I just give you a schedule. [00:13:18] Speaker E: Like in this class. Like, if I like, is it like I'm always going to this one class or can we kind of jump around? It's like, do we pick our own schedules? [00:13:30] Speaker B: It's like a college schedule. It's like a college schedule. Now you're not. You're not picking your own, especially not in your introductory and intermediary studies. All the classes are picked for you and everybody needs to take the same classes. So it's like, it's like you have like six or seven years of basics before you're moving on to courses that would be selected. And from there. Now those six or seven years of basics is also basically taking you through like middle school and high school. So you know, very like meaningful applied basics. You're basically skipping school. And also this is in a world where the great vast majority of people do not go to school. Public education is not a thing in Yalbrin. You know, the vast majority of people are just living lives of trade and skills and basic ability. I mean public education is not a, is not a big deal, but it's like a, it's later on in your studies that you would be having only the mastery study. Students are choosing their own courses. And at this point it's like, you know, you all probably have two classes a day, maybe three. And the classes are big and long. They're each like a couple hours, but then they're done and the day is yours. And so a lot of the challenge of, I mean like college. So a lot of the challenge of the school is it like, you know, at the beginning it takes a 10 year old and it goes like, okay, these are your classes, this is your time. And so the students, yeah, the students at the school are not. Which for the record is totally what's happening in the Harry Potter series that no one ever really talks about their kids in college. It's a crazy. [00:15:13] Speaker D: But like. [00:15:15] Speaker E: Two or three hour classes. Like I remember going from high school to college and going to like even like an. It was like an hour long, like a 90 minute class and being like my brain is so tired. Like it, like that's, that's a long time for a middle schooler to be in a class. [00:15:33] Speaker D: Yeah. And I can tell you most 18 year olds sure are not able to handle that. [00:15:40] Speaker B: Not prepared. Yeah. Yeah, well, and so this is also as I'm flipping between songs, remember you guys can pick, you guys can adjust the volume of Kenku in, in the left hand side by right clicking and moving the dial. Because some of these songs are very different volumes. But anywho, you guys are. Oh, I never answered Abby's question. So it's like a couple classes a day and then the rest of the day is yours. And so like there are, you know, this is a school that people are paying a lot of money to get into. If you're not scholarship, which some students are, but there are only so many of those. And it's also a school where you all are, you know, you have to, you have to work to stay here. And it's like the chance of a lifetime to be in the school. So the majority of students here, even as children, are very serious, at least about their studies. And like people fail out a lot. Not many people remain at the school. But the flip side is if you managed to stay here for three years as a middle schooler and you learned cantrips, well, maybe that's all you needed for the rest of your life. I mean, you probably had much greater aspirations from you and your family. But you know, I mean, the ability to do a cantrip, if you learned the cantrip mending, maybe you wanted more for your life if you came from a life of means, but that you could just be a mender the rest of your life and that would be a livable wage because you have to remember that, you know, Yalabrin is ultimately a post medieval fantasy world. So there are people who are like, I come from a family of farmers and I'll farm and I'm a farmer and that's all I'll ever have the opportunity to be. And I consider that pretty great. So, you know, this is quite an opportunity for the students who are here. But do we have any other preliminary questions before we dive into the classroom? [00:17:40] Speaker A: Seeds the two classes, but not the illusion one. What are the first two? What are the schools that they're for? [00:17:48] Speaker B: The first one is not a school at all. The first one's not a school of magic. It's like a basic principle of magics at large. Okay. And then the second one is. The second one is a multidiscipline class that is today having a lecture from the abjuration professor. Got you. [00:18:09] Speaker D: And the name was Applications. Of what? [00:18:13] Speaker B: Of Magical Phenomena. [00:18:15] Speaker D: Okay, I did applications. [00:18:19] Speaker B: It's a phenomenon. So in that first class, Fundamentals of Glyphic Theory, what I'm going to do is I'm just going to go ahead and start describing it. Just go ahead and start describing what's happening. And then as you guys get the basic description, let me know who wants to be in there. So we begin our story in the Fundamentals of Glyphic Theory. You guys are in the Corum Arcane, the central building of the Vashn Institute. It has these grand grounds that are spread out. The institute covers like half a mile in each direction. The grounds that are surrounded by this magical hedge which protects them in the center of the city. And it's really weird because Vash is. It's a pretty flat city toward the west of the continent. And it's not far away from a port, the city is, like, thick and pretty densely packed of, like, low gray buildings. And it's a pretty drab place. And the Institute is this weird. It's just this square in the middle of the city that's, like, bright and green and alive. Now, everything's covered in snow at this point in the year. But it's very. It's a weird juxtaposition against the rest of the city, a bizarre contrast. And here on these grounds, there's this central building, the quorum, this. And it's a big square building, just a really big square with a slightly domed top. And it has eight floors. And the first floor is all. So the whole building is square. And every level of the building is a square mezzanine, like, basically like a. Like a terraced walkway with walls along the edges that are led up by stairwells between each floor. And each floor has different things. But these rooms don't go to anywhere on the outside of the architecture of the building. They're just doors and walls, and every single one of those doors leads to a different pocket dimension. So the first floor is all locket, is all lecture halls. Then the second, third and fourth. Second, third and fourth. And floors are all housing. So the second floor is introductory studies. The second or the third floor is intermediary studies. The fourth floor is skilled studies, and the fifth floor is mastery studies. Now, that being said, there are less and less and less of students at each level of study. And so by the time you're getting to the fourth floor, it's skilled studies, but it also has, like, you know, offices and storage rooms and stuff like that. And then by the time you get to the fifth floor, the Master Studies students are actually also on the same floor as all of the housing for the professors. All the professors have on campus housing in their own little pocket dimensions. That being said, half the professors don't live here. And, you know, they leave every day because they can teleport in and out, but they have domicile spaces on the fifth floor. And then the sixth floor is offices. It holds, like, the offices for the professors where you go and meet them for office hours and where they have their own study spaces. The sixth floor also holds the school's library. As well as the Magic Vault. And you all know about the Magic Vault. It keeps the magical items that are on hand for the school. It's hard to get into, but people know where it is. And then the seventh floor holds. Well, I guess I don't have to get into all of this at the moment. But the seventh floor leads to. It has like, kind of like miscellaneous, like a lot of like stored files and documents. This is where the admissions office is. The seventh floor also has. So it has records, it has admissions, it has magical doors. And also there are plenty of doors on campus that students don't know where they go. You know, there are plenty of doors that like, really only faculty knows about. The seventh floor also has a lot of the. They wouldn't call them, we'll call them studies like the professor's studies, where like masteries and where mastery students work with the professors and like, do actual arcane research and stuff. And then the eighth floor has a lot of doors. And you all in your intermediary years don't know what any of them go to. And there are 10,000 rumors that everybody swears by, but you know, nobody knows, certainly nobody in the intermediary years. Some of the skilled studies students swear to know. And you get the feeling a bunch of the mastery students actually know, but it's not exactly clear at this time. So we're not on the fourth floor or we're not on the first floor, but the door that leads to this room is on the first floor. You guys are in a pocket dimension. And here in the fundamentals of Glyphic theory, there's this really large octagonal lecture hall. The wood is like a. Or the floor is like a smooth sandstone. And then there are these like, sort of like warm cherry barriers that go around each octagonal level and into that wall that rises up out of the. Out of the like level of the floor are outwardly built desks and chairs. And the lecture hall can seat about 20 students pretty spaciously. And so there are these eight levels, and it stretches broadly outward with just enough height between level that you can see over the student in front of you. And the place is being. [00:24:13] Speaker D: Just 20. Then why is it eight levels. [00:24:19] Speaker B: Like fairly narrow. Fairly narrow and compact, and you have space around you so the desks aren't like right next to each other. There's like a good couple feet between each desk. But further back, once you get up onto like the like 5th, 6th, 7th, 8th levels of the room are open table tables with like materials on them where you could go back and like work on something while someone's lecturing. So in those lower levels, you can sit there and you can listen and you can lecture and you can take notes, but at some point, if the professor tells you to start doing something, you get up out of your desk and go to the higher levels in the room. And they're like things to work on and work with. Right. So you, it's like basically like you have a lab built into the back of the lecture hall is like kind of a good way of putting it. Warm light is kind of bleeding in through windows up around the top of the room, everywhere, kind of giving this light down from above to below space, which is interesting because this is a pocket dimension. So there's no. It has to be an enchantment. Right. There's no actual light coming into anywhere. It's just, it's an illusion. But in the center of the room there is raising up. In the center of all these, of all these terraced levels and desks there is this raised dais. And up on top of the dais there's an ornate stone lectern coming out of it. And from the lectern is sprouting like standing up above it is the narrow frame of a man to this part of my notes. [00:25:46] Speaker C: So. [00:25:48] Speaker B: Oh, did I spell his name wrong? Why am I. Yep, I did. [00:25:57] Speaker A: How dare you. [00:25:57] Speaker B: Oh man. Okay, give me a second here. I spelled his name wrong somewhere, so now I can't find it in my own notes. Okay, so there is standing there, Dean Selvanor, who has been brought in as a guest lecturer today. Selvenor is spelled S E L V A N O R S E L V A N O R. Dean Salvanor. He is one of two deans. The school has one chancellor and two deans. Dean Salvenor is the Dean of administrations. He's this half elven man. He's slender. He has pale blonde short hair, very kind of like neatly kept, impractical. He has a fine pair of like gold trimmed half spectacles that rest under his eyes. And you all have been around him many times. He's. When you do not need something from him, he is very like quiet and keeps to himself. He is a very confident man. He thinks himself quite coy, quite clever. And he has an incredible mind, like a completely photographic memory. He is the Dean of administration but. And the institute keeps paper records on every student, but he commits that knows all the information from every student off the top of his head. And he maintains that he knows this information unerringly, that he has a persistently keen mind, if you will. And now how your students who are only 14 year old might feel about him, maybe find him annoying, maybe they look up to him and are very impressed. He certainly takes himself quite seriously and he almost again filter this through the lens of your 14 year old student, whatever that would look like. But he thinks himself a very clever individual. He's wearing this cream cloak with a pale orange ascot that comes up out of the breast which tucks neatly behind the gold clasps of the cape. And his hair is like very gently swooped to a side. And from behind those orange half glasses he is reading from the lectern and he is orating. And right now the dean is, he's talking about the interactions of creeping with framing geometry. So basically like he's, he's been talking now for an hour and 45 minutes about how the design of your glyphs is essential for the magics that you intend to evoke. But if you do not put them within appropriate between inappropriate geometrical outlines, like you won't get the interactions you want. And the way that you interact that controls. I'm sorry, Abby. Abby. Message shall be in this class. I miss school. Oh man. The listeners cannot relate to you. But he's just talking about like the interactions, those patterns and how they work. So he's up at the front and he's going. And this is where many students get specifically confused. And he adjusts his vocals and he goes. So when you are creating an outlining geometry, you want to make sure that your sigil series inside is not a congruent. Remember we talked about congruency and acongruency and when we're dealing with a congruency it's not only that it's not matching, it's that aligning but not appropriate to the magic which you wish to evoke. And he's just drolling on and on and on. And every once in a while he'll like get a little line out where he'll go. And when we are being a congruent we want to make sure that we are certain, certain that we are within lines of parameters. And it's some like little specific, like it makes sense of what he's saying. And then he gives like a quick flash to some student like and then he goes back to what he's saying. The regular fundamentals of glyph theory Teacher Professor Kelf, she's the professor of arcane history. Kelt is K E L TTH K E L T T H Professor Kelth, she's the professor of arcane history. She is this tiny halfling woman who is just ancient over to the side and she is, she, she has her arms folded behind her back. She's like down below the dais looking up and just listening patiently. She's having very little reaction, negative or positive, to what he's saying, but just drinking it in. And the students around the classroom are dedicated to taking notes. He's working at a. At both. He's working at a challenging pace because he's not being super explicit about the information you do and don't need to know. So it's up to you, all the students, to be picking apart what matters from this lecture. And he's both not speaking quickly, but also not slowing down at all, not stopping at any point. So the students are, like, having to, like, pick out the parts that matter and get them down very quickly and start applying them to the brain. Previous lecture. So who can we find in this class? What do they look like and what are they doing? And I'm going to step away for just a second, but I can hear you. Please keep talking. [00:31:18] Speaker A: How dare you. [00:31:21] Speaker E: I think that my character, Blue, is in this class. Blue is a, like, you know, still growing, but, like. Like, I'd say maybe medium sized. He's like a little. He's a little owl, and he's kind of, like, big for, you know, compared to maybe other owls. He's got, like, you know, big, big, like, bright yellow eyes and kind of circles. And at the top of his head, he's got, like, little tufts. He looks like a great horned owl. He's got little tufts. And, like, as much as he tries, he, you know, he tries really hard to, like, control his features and, like, you know, when he's talking to people, to not, like, make a face or anything, but he's always finding that the little tufts give him away. [00:32:24] Speaker B: Oh. [00:32:27] Speaker E: Control his tone, control his eyes, you know. But if he's bored, you can tell from the tufts if he's didn't like something you said. You can always tell, regardless of how hard he tries. So. But right now, kind of the way. [00:32:38] Speaker B: A cat's ears do. [00:32:42] Speaker E: Right now, he's just. He always looks a little bit like he's frowning. But right now his eyebrows are like. Or his eye feathers. His. His brow is, like, especially furrowed. He's just. Just concentrated. His little tufts are, like, kind of pushed back a little bit, just like pouring over a notebook. You can see he's got, like, just. [00:33:07] Speaker B: Hi, Hoffa. [00:33:08] Speaker D: Hello. [00:33:12] Speaker B: Wants to make a. Sorry, I'm going to totally interrupt you, and then we'll go right back to it. Abby, Hoffa wants to make an announcement. And this is either going to really land or completely fall flat, because I don't remember whether or not I have said Anything. Have I said anything about the sex of a baby? [00:33:26] Speaker A: No. [00:33:27] Speaker D: Well, you did. [00:33:29] Speaker A: You did. And Abby and I looked at each other. [00:33:31] Speaker B: We're having a girl. [00:33:36] Speaker E: Yeah. [00:33:36] Speaker B: Okay. Kapha just wanted to have that moment, which really undercuts Abby's descriptions, but tell. [00:33:42] Speaker E: Her to come look at this. [00:33:44] Speaker B: She walked away. Yeah, but Maria Elena will be the name. But anywho. So you were describing your Alan. Dude. Sorry. No, no. Just totally write out that emotion and go right back to it. Easy peasy. [00:34:04] Speaker E: Right? Let me just jump back in. [00:34:05] Speaker B: No big deal. [00:34:08] Speaker E: So he's got kind of, like, dark robes on. I don't know. Is there a uniform, Zach? [00:34:18] Speaker B: There is. Thank you for asking. So there is a uniform, and they are, like, wizardly robes. If you are a nerd who wants to be perceived as a wizard, it's really cool. If you're like, oh, my goodness, I want to be a famous guy, catch me. Like, I have my own robes. And, like, students have, like, two or three sets. And there are on campus, like, I mean, you know, if you've learned it and if you have a classmate who knows it, you don't have to. But there are dedicated prestig. There's like, a prestidigitator for the campus whose job is just to take all the dirty laundry and prestidigitate it every day. And you, like, go collect. It's your responsibility to go back and collect your robe. A lot of the responsibilities on the students here at the Institute. And so there is a uniform. The uniform is just robes, and they have scrawled on the left breast of each robe, V, I M in common. And the robes are, like, trimmed around the shoulders of the mantle. And no one is given any, like, wizard hats, but you have the robes and just the robes in the uniform. However, there's not a single color scheme to the robes. So initial study students, 1 second baby or 1 second players. Not baby, wife am. If you baby. If you take her out, can you get her reaction on video for me? Okay. [00:35:41] Speaker A: Sorry. [00:35:42] Speaker B: I was thinking of Offa and talking to you guys. Moving on. [00:35:47] Speaker A: I want to see video of your cat in the snow, please. [00:35:50] Speaker B: That's. Yeah, that's what's gonna happen here. The initial study students are. We have a leash for her. The initial study students are. Their robe is, like, a really, really dark navy blue with a very light red trim. And then when you are intermediary students, and the blue is so dark, it's almost black. When you're intermediary students, are we intermediary? That's yeah, that's you. All your intermediate studies. When you have intermediate studies. And like. Like a common slang and terminology around the school is initial study students are often called initials, and intermediary studies students are called intermediates. And. And, you know, you call the skill study students skills and masters and all that. So the intermediate students wear, like, a true navy blue, even if a bit light, with a red that's also like a little bit dark, just a shade, you know, almost kind of like a blood red. And then the skilled study students are wearing, like, a royal blue robe, and the red in their robe is getting a little dark. It's like a burgundy. And then the master of studies students wear like, an almost sky blue robe, and the red is so dark, it's like a. It's like a rust red, like, almost a brown. And that's like. So the uniforms are all blue and red, but they, like, scale based on the level of expertise you have in the school, both as a symbol, a wearable symbol of recognition and accomplishment, and also so that it's pretty easy for the staff to recognize immediately to whom, who they're seeing and what level they're at in the school and all that. So. I'm sorry, you were talking about blue grapes. [00:37:34] Speaker E: I just. Is there any, like, room for personalization on those robes, like, I want? [00:37:40] Speaker B: As long as you're not getting outlandish. [00:37:42] Speaker C: Yeah. [00:37:43] Speaker E: Okay, so I'll say that maybe, like, you know, he doesn't want to stand out, but he has a couple, like, makeshift patches sewn on. [00:37:53] Speaker B: Sure. [00:37:53] Speaker E: And they look like, like, band patches or like, you know, a patch from, like, a. Like a story that he likes or like a patch that kind of looks like a little, like a little adventure that he. That he likes. And then he's got, you know, maybe you have a. [00:38:12] Speaker B: Maybe you have a patch on that has, like, MJ with a loot. And it's for Majestic Company since. [00:38:18] Speaker E: Yeah. [00:38:19] Speaker B: You know, they were the famous adventuring party a couple centuries ago. Who knows? [00:38:23] Speaker E: Yeah. Yeah. So just stuff like that. And then his notes are, like, meticulous, as I'm sure many of the others are, but very, very, very neat. And it's clear that he's got, like a. Like a really strict. His handwriting sucks. But you can tell that it's a really, really, like, strict system for how he takes notes. Like, there's. There's like. Well, okay, dates go over here, information goes over here, sketches goes over here. And like, each page looks kind of the same, but it's also kind of Illegible because of his handwriting. [00:39:03] Speaker B: Handwriting sucks. But disciplined and cares. You just described so many of my students. Yeah, very smart, big brains. Can't. I have no idea what they've written. [00:39:16] Speaker E: So he's just. He's like taking notes on everything that he says. He's like, not quite taking the time to like. Well, that's probably not important. [00:39:26] Speaker D: Everywhere. [00:39:26] Speaker E: He's trying to write down every single piece of information that comes out of this lecturer's mouth. [00:39:31] Speaker B: And so later on he's like, I'll go back and. And Blue, as you're sitting there taking notes, it is. It is quite exhaustive. How did it go, baby? It was too cold for her. She liked it. [00:39:42] Speaker E: But. [00:39:43] Speaker B: Oh, my goodness, baby, she. She feels cold. Oh, noona. Yeah, see, it's cold outside. Baby girl. [00:39:51] Speaker C: Are you okay? [00:39:52] Speaker B: Yeah, she's fine. But could you, as you're in the class, Blue, could you give me the first check of the session? Could you give me. We're gonna call this a general intelligence check. [00:40:05] Speaker E: Okay. [00:40:08] Speaker B: And then does anyone else want to be in this class? They don't need to be, but just. [00:40:11] Speaker A: I think Genevieve is. [00:40:14] Speaker B: Okay, sick. [00:40:15] Speaker C: And I was gonna be as well, if that's okay. [00:40:18] Speaker B: Okay. Do you want. You didn't want to be in the illusions class later? [00:40:23] Speaker C: Well, I thought I could be in two classes, but if it's better for. [00:40:26] Speaker B: Me, they're all happening simultaneously. Hermione situation. [00:40:31] Speaker E: It's a third movie. Hermione situation. [00:40:33] Speaker C: Never mind. [00:40:36] Speaker B: At a higher level maybe, but not right now. [00:40:39] Speaker E: I got a 14. [00:40:41] Speaker B: A 14? You are. You are successfully keeping up with the lecture. It's a little less fun. It sucks a little. You're like. You're like missing some things here and there, but you're getting most of it. Our second character in the class, if you wouldn't mind describing yourself. [00:41:02] Speaker A: Okay. My character's name is Genevieve Indar. She is a wood elf. She has hazel eyes and kind of olivey skin and copperish hair. She has her hair tied up in kind of like a loose bun with strands, like, falling around. And her spell casting focus is actually in her hair most of the time. It's like a steel hair pin and it has like a ruby and a yellow topaz stone set in one end. And she always folds her hair up with it. She wears her robes kind of like loose and not buttoned up or anything. And she has a cream blouse on underneath and a long silk bow tie that she wears with it. [00:41:53] Speaker B: Okay. [00:41:53] Speaker A: And she wears. Well, this is the description I had from last Time. So I just went with it. And she wears like a skirt and tights and leather boots and she has like a septum piercing and she has like, she's like done her eyes, like kind of smoky and smudgy and think like a mix of like 90s punk and Victorian dandy. It's kind of the vibe. [00:42:22] Speaker B: Oh my goodness. [00:42:23] Speaker A: So that's awesome that I'm going. And she is sitting there with her spell book open and her notes. And her spell book is like a really nice one. It's like leather bound and. And like her initials are imprinted on it. But she had like. She's a mess. Like, pages are kind of falling out. There's dog eared pages of her spell book. [00:42:52] Speaker D: She. [00:42:53] Speaker A: Her notes are kind of like taking up all the space around her, like in front of her table or whatever. And she's just like, her notes look like how my notes look like for dnd. They're just scrambled and scratched. And she has like. If there's an equivalent of like sticky notes or like little pieces, like pages of. [00:43:12] Speaker B: I mean, you could, you could have scraps of paper that you're just like sticking in there. [00:43:15] Speaker A: Yeah, like, she has scraps of paper that she's like sticking on top of, like the pages. And she's like, she's just writing down like random things. Like she, she has like a method to her madness, but to anyone else looking, they're like, she's just a mess. Yeah. [00:43:34] Speaker B: Phenomenal. So, Genevieve, could you also give me an arcana check? [00:43:41] Speaker A: Arcana or intelligence? Which one did you say? [00:43:43] Speaker B: Excuse me. Intelligence. Thank you. [00:43:45] Speaker E: Okay. Ooh, what is this? [00:43:49] Speaker A: Oh, I wrote bad. That's gonna be a 10. [00:44:00] Speaker B: Genevieve, you're not having as good of a time. Part of the problem is that that your typical lecturer, Professor Kelth, is very like, very clear. She has been running these lectures for literal decades, if not about a century. So when I say that she has these lectures like memorized and down and perfected. She does. And her usual method of lecturing is very easy to follow. And because Dean Selvinor is just kind of like go like he has printed text, but because he's going so much out of his mind doing it in this way of speaking, like the usual way that you're translating. You're able to translate like clear, capable lecture into like telligible lecture in your handwriting. You're like having to go through multiple layers of translation right now, and it's hindering you and you're like, I'm definitely missing some things. Here, but that's a problem for later. Genevieve. And so, yeah, it's not going great, but, you know, the lecture is almost over. Yes. Blue or Abby, whoever's raising the hand right now. [00:45:06] Speaker E: Are we sitting next to each other? Genevieve? [00:45:08] Speaker A: I was literally about to say I'm sitting next to Blue because I feel like we're friends and all. So if we had a class together, we'd definitely be sitting next to each other. [00:45:16] Speaker E: Yeah, for sure. [00:45:18] Speaker B: And so, Genevieve, even as you're working, you're, like, looking over at Blue's notes and trying to, like, catch up from there. [00:45:24] Speaker C: And. [00:45:25] Speaker A: Yeah, and half my notes. Half my notes are, like, in common, and half are in insignian, like, just because, like, I'm writing fast. And so it's like. [00:45:36] Speaker E: Do I notice that? Is it Genevieve? [00:45:41] Speaker B: Genevieve, yes. [00:45:43] Speaker D: Okay. [00:45:43] Speaker E: I noticed that Genevieve is struggling. [00:45:46] Speaker A: And you guys can call me. [00:45:48] Speaker B: What's your passive perception? [00:45:52] Speaker E: My passive perception is me. Just a second. [00:45:59] Speaker B: Perception plus 10. [00:46:01] Speaker E: I know. I just don't have anything at all. Is 12 perfect? [00:46:05] Speaker B: Okay, 12. It's. You're. You're pretty intently focused on the lecture. [00:46:09] Speaker A: You're not. [00:46:09] Speaker B: Okay, you're. You're zeroed in. But as he is drolling and rolling and drolling, classes moving on, and there is. You all notice at some point, like, there is a part of you that's like, oh, my goodness, how long has this been going? Will it ever end? But you notice that from behind him, Professor Celtf, like, kind of subconsciously turns her head toward the doorway as if she has been doing this so very long. She just has an internal clock that has mastered these timetables. And as you all see her glance every couple minutes toward the doorway, you all realize, like, oh, okay, it's getting close to time. And as he's finally drawing in, he goes, now, all of this is well and fine, but we haven't even talked about what happens when you have your outlying geometries misaligned. There's this little crystal inset in the wall above the doorway that goes and lights up with a light, like a pale light. And it's this very clever system of magic that the Institute has worked out where there is this signal that evokes this crystal to light, even across dimensions, and this. This little tiny interplanar magic that connects it. And as it goes off, you all know that's the end of class. And so the professor goes. You also know that the professors dismiss you around here, but that is the signal saying, the time is up. And so Dean Salvenor Goes, well, I'm sure I've tantalized you enough, but that will be the end of lecture today, Professor Kelp, thank you for having me on your space. And Kelf looks up at him. She's got like warm brown skin. I can describe her more later when we utilize her, but she's got warm brown skin, monolith eyes, and like this like messy gray hair. And she looks up at him and she just goes, your presence is always appreciated, Dean. And he goes. And he, he reacts as if he's hurt, as if she said something quite like witty. And he goes, yes, I'm sure we can wait till I'm back for more, but I'm up in admissions if you ever need anything from me. And he just like snaps his fingers and the door swings wide open. And he finishes by giving this last like, like phrase where he's like, remember, excellent studies are studies done excellently. And he turns around and like walks down off the the dais and out of the room. And the rest of you all are free to leave behind him. And as you do, you know that that is the last class of the day for beckon, which happens just before lunch. And so you all are free to go to lunch and then it's the weekend. Any interaction between Genevieve and Blue really quickly or am I going to the next. [00:48:53] Speaker A: Blue Vinny? [00:48:58] Speaker E: I. I guess I look up. [00:49:02] Speaker D: I. [00:49:02] Speaker E: Look up and I'm like, oh. It's like a sigh pulled out of the notes. [00:49:08] Speaker B: Yeah, yeah, yeah, okay, got it. Not a whole lot else, which is fine. We go now instead to the second class and I think this is durngle. Correct, but you might suspect to be a character name. But no, no, no, sorry. This is the abjuration class. Yes, yes. This is a gol. So Andrea, you are in a class. This space is very different. This is. This class is really interesting because it is set in. It's much longer than it is wide. This class space is about 20ft wide, but it's almost 50ft long. It's this long hall of a room and it's these tall pillars that hold up the sides and these wide standing bright windows from which poured this like bright white light. In the center of this room is this long stone walkway and the tables that line the side of the room are like really, really, really, really long. Like dining tables almost. And there are these high hide back chairs pulled up to them and you can fit about 20 or 30 students in here, but they are far apart. There's like almost 8, 10ft in between Every single student lined up in here and the long length of the space at either end there are like these large structures that can be moved or summoned differently. And this is a, this is the Applications of Magical Phenomena class. And the space is designed so that professors can demonstrate spellcraft to students in here. So it has space where like, if you needed to, you could fire a spell down a range. And there's even portions of the room where like a regular part of this class is students getting out of their desk and like trying out spells one by one in a space. And this is the sort of, this is the sort of class you're in your fifth year. So this is the sort of class where like you've become accustomed to this, but when you were, when you're an introductory study student, like this was what you dreamed of was the ability to like actually being able to like put like spell to wand and like actually, like conduct magic, actually, actually get spellcraft going. And so today your lecturer is Professor Aldwin. That is a L D U I N N. Professor Alduin. A L D U I N N. And this, this is the professor of Abjuration. And he's an interesting fellow. So he is a Kefkan transplant. He is a professor who was not from the Institute, who has been transferred there this year and basically like the previous professor was switched out, not at the decision of the Institute. And so he is like a third of the professors this year have been Kafka transplants where like the iron cauldron was like, you're teaching here now. So there has been a complicated feeling about him and his arrival. But he is not a Kefkan person. He's not a Kafka citizen, as the great majority of people in the Empire's jurisdiction are not. He is an Arskanian. Specifically he, he is Talentelerian, which is so many. This more than any other one shot is going to have so much made up. Names, talent, alir. Andrea, if you wanted to, you could just go look back at the maps we have of Narskana and see how to spell the word. But it's T apostrophe L A N T. So T apostrophe l A N T. And then alir is E L L I R. He's Talentelerian. And you're an educated enough student, especially as one living in the Earth in bloom, to know that that's one of the three sister kingdoms of Narskanna. There's Talantelir, Salandra and Telethanan. And so he is from the elven kingdom of Nar Skanna. And he's a fair elderly man, very skilled in his craft, I mean, as all your professors are. But he's. You get the feeling he's never taught before, that like being a professor was not previously his position. But he's really gentle in the time that students have had so far with him. His demeanor, he's got a soft voice and he has a soft hand to his classes. So far. Most of the students really, really like Professor Aldwin. He, he slows his classes down when he needs to. He takes questions basically whenever they're asked. And he really doesn't move on from a topic until. Until people have mastered it. And you get the feeling there's mixed feelings about him among the other professors. But his classes are regarded as being not easy but very passable because he like, takes time and he holds long office hours. He has, he's like tall and pale. He has this freckled face. You know, freckles. I don't have to explain what freckles are. With sleek ginger hair that is like slicked backward and it's streaked with thick bands of silvery white. He wears a light eggshell white cloak trimmed with silver. And he walks in a gentle rhythm with an ivory white cane scrawled with decorative reliefs of glyphs. And as he's walking around the classroom, you. I mean, you've been in the lecture for quite some time, but as an abjuration school student here, it's pretty exciting. Abby, I'd say he's probably like, he probably looks like late 50s, early 60s. And for an elf, that's saying a lot. He looks like a high elf. So he's probably quite old. He's probably been around for centuries. And for your character, Andrea, this is a pretty exciting class because, you know, some days, if you can make it to be a skilled studies student, this is the sort of professor you'd want to study under. So when he comes in and gives an abjuration lecture, it's pretty exciting. And he's walking around the space on his cane and he says, and so no news to any of you all, that the components of your spell are in every way comparable to the quality of your spell craft. But this is where we find the crux of our lecture, that the verbal component is in every way equivalent to the quality of the objurative word you can make. Early in class, we were talking about our consonant pronunciations and how intonation meets with. And he's got like, he's Always leaned over on the cane with one hand, but he's lifting one hand up and gesticulating it, gesturing as he's describing. He says, and it's that intersection of how we bring our clarity of speech to the tonality and the rhythm with which we say it. The quality with which you command and evoke the wards which surround you will actually lend to their ability to endure. Could I. Could I have a volunteer? Yes. Out to the class. Okay. Also, you're muted, Andrea, by the way. And as a student raises their hand. What do they look like? [00:56:35] Speaker E: Like. [00:56:35] Speaker B: And what is their name? [00:56:37] Speaker D: Quinn. Ch. Which you're going to have to spell that, buddy. [00:56:42] Speaker B: Okay. Okay. [00:56:46] Speaker D: X, I apostrophe. Of course. [00:56:53] Speaker B: Okay, so. X, I, O, R, A, T, H. Yeah. [00:56:56] Speaker D: Ch, OT. [00:57:02] Speaker B: I love it. I love it. [00:57:04] Speaker E: That's really cool. [00:57:06] Speaker A: Thank you. [00:57:07] Speaker D: Quinn is half elven, so actually like 15 years old because initially age at human, right? And. [00:57:20] Speaker B: Oh, right, right, right. [00:57:22] Speaker D: She has a tanned skin and a very round, soft face, dark brown eyes, and her very long, silky black hair is pulled into a. Like, a long braid that is then twisted around and around on the back of her head into, like, a big bun. And it is much. And it's much neater than Gwen's bunch. But her clothes are a lot. Under the rope are a lot plainer because she's not trying in any way to stand out just to be comfortable and not let the clothes say anything about her. And as she was. As she was taking notes, she is doing using the international spell phonetic Alphabet in her notes. [00:58:21] Speaker B: Heck, yeah. [00:58:25] Speaker D: And I. I think, yeah, her. Her. Her notes are. It's not her. Her. Her handwriting is bad because no one. We're not playing characters with good handwriting here. But Daniel pops up and he's like, my character writes perfectly, actually. And it's. It's more messy that she, like, has realization and goes back and writes in the margins. And so, like, it was nice. And then she's like, oh, I meant that. And, like, have, like, scratch out and do arrows. [00:59:04] Speaker B: Yeah, Phenomenal. [00:59:08] Speaker D: But, yeah, this. This class is kind of hard for her, but probably good in how far apart you are from other people, because especially in our first years, she's had to be moved from just making a comment under her breath about everything. It's been a hassle to learn how to not comment on everything. [00:59:29] Speaker B: Phenomenal. As your. A number of hands shoot up around the classroom, but Professor Aldwin takes a second to, like, scan them, and as he looks around, his eyes land on you, and he gets a Warm smile on his face. And he says, quinn, thank you for your volunteering. We'll go with you. [00:59:47] Speaker C: Now. [00:59:47] Speaker B: Would you mind standing up from your chair? [00:59:51] Speaker D: Yes, sir. Ed. She. I'll stand. [00:59:53] Speaker B: Okay. As you move the chair back, he says, would you fire off a cantrip if you know any evocative at me, at your will. And then he raises his hand and he says, and before. Before she does, everyone pay attention to the pronunciation of my vocalities. And he just kind of rests relaxedly on his cane. [01:00:23] Speaker D: The only evocation spell I know is. Is not ranged. [01:00:30] Speaker B: Okay. There's like an awkward pause. No, no, it's okay. There's an awkward pause for Quinn. As you like. Okay. And then he says. He says, oh, no, no problem. You're high enough in your studies, Quinn. You can. You can deliver a more substantial spell to me. Some damage toward me. [01:00:50] Speaker D: Would you like another damage cantrip? Or you would like something from the school via the location? [01:00:56] Speaker B: Strike me from afar. Then he gets a ry little smile. [01:01:01] Speaker D: Okay. I don't think I've been prepared. What did I prepare today? [01:01:10] Speaker B: You can just pick one if you want. We don't have to get. It doesn't have to be. [01:01:14] Speaker D: I'm not going to use a spell slot. I'm just going to use my. Another cantrip. [01:01:19] Speaker E: Sure. [01:01:20] Speaker D: I'm going to do Mansliver, which only has a vocal component anyways. [01:01:25] Speaker B: Oh, okay. Why can't I hear anything? That's interesting. [01:01:31] Speaker D: I cast minds liver. [01:01:34] Speaker B: I'm curious why everything's completely deafened. I saw that Andrew was speaking. She was gesticulating with her hands. [01:01:44] Speaker A: Can you hear this? [01:01:45] Speaker D: Hello, components. [01:01:48] Speaker E: Hello. [01:01:49] Speaker B: I'm one. That many of you are. My headphones also connected to your phone. Well, whatever you stopped doing. I suddenly heard everything again. Would you mind turning off your Bluetooth? Thank you. I really appreciate that. Hava started doing an audio message and my headphones were also connected to her phone and it took over and I quit hearing anything you all were saying. What was that you said, Andrew? [01:02:14] Speaker D: I cast Mindsliver. [01:02:16] Speaker B: Okay, excellent. What does the casting of Mindsliver look like for you? [01:02:20] Speaker D: It's just verbal. And so she just looks at him and doesn't have to do any pointing or anything. And being a show off, she will say, in va so gi da. In va soki da. Like, she like, does it like slow and then says it fast. [01:02:39] Speaker B: Absolutely, yeah. And as you. As you strike it outward and the magic, like, it's just this sort of like silvery line toward him. You watch him. He's not a Physically quick, man. But he gives a little expert flick of his fingers, and he, like, he does this cool thing with. Where. With his pinky. He draws a little triangle, and a little glyph appears along his thumb. And then he flicks a finger out, and he. He's basically like he was drawing the geometry with his pinky and then flicking the glyph that belonged in it with his other finger so it flies forward. And as that. As that, like, illusory lettering expands in front of him to protect him, he, like, he says with his words, therin photos, and, like, kind of lazily. And the ward expands and rises up in front of him, and it catches the spell, even though that's not how it works, but, you know, for the moment, we're gonna have this. And it catches a spell, and the ward sufficiently stops the spell, and it shatters. And there's this little flash of magic light from both directions. Then it shatters, and there's some gasp, and, oh, wow. From across the class, and people lean forward, and there's like, this kind of moment of excitement, and two students awkwardly clap, like, put their hands down, and then look sheepishly down at the papers. And he smiles right at the room, and he says, thank you, Quinn. Please remain standing. [01:04:01] Speaker D: Oh, did I need to cast something? That was attack roll for shield. [01:04:06] Speaker B: Yeah, but it's. And also, who cares? Okay? We can just flavor the magic that way for a second. And he goes, sorry. [01:04:12] Speaker D: Chromatic orb would have been much more better for a demonstration, but, oh, well. [01:04:15] Speaker B: Well, it's also all right. And he goes. He goes, so as you all noticed, I was successful impeding the attack, but did you notice how my wall immediately shattered? And there's, like, nods, like, people are like, okay, from around the class. And he says, quinn, if you would again. And this time, listen to my vocality. Again, class, listen to how the clarity of my delivery better improves the quality of my spell. And so he signals to you, fire again. [01:04:51] Speaker D: Investokita. [01:04:53] Speaker B: Okay? And then as you fire the spell out this time, he, like, again, it's not very dynamic movement, but he steps forward with his right foot, shifts his. His heel and the forefoot of his. Of his shoe forward. He twists his cane under his hand, and all these glyphs light up on his cane, and he says, clear this time. And as he, like, pronunciates and clarifies, all of a sudden, the word appears much more quickly, and it, like, absorbs the spell, the cantrip, which basically just kind of turns into, like, a mist. And then the ward Shimmers there a moment longer before he drops it, he says, and that is the purpose of clarity in your vocal components. And then he says. And most importantly. And he shifts his weight to his other leg, lifts up his cane and gestures backward toward the crystal over the door at the back of the room. And it lights up, signaling the end of the class. And he says, most importantly, have a good weekend. And he just smiles and waves, and he nods towards you, and he says, thank you. And then he starts turning out of the class. [01:05:59] Speaker D: And so the little teacher's cat will be beaming the whole way to lunch. [01:06:04] Speaker B: Phenomenal. Lastly, we're gonna go to our. To our third class here, but not. [01:06:14] Speaker D: Until she makes a note that. Oh, in shield, if I pronounce a third syllable with a little bit sharper. [01:06:20] Speaker B: Of an E. Yeah, yeah, yeah, yeah. You stop and take your notes. And then. Yeah, in our third class, we have. Everything is completely dark. There are no lights in the class except for a small table in the middle of the room, around which are gathered, like a row, like a little circle of probably eight or nine candles. Hold on, let me get a little. Get a quick change of song. Is this a little more dramatic than what I'm going for? Yeah. Do I have a. Do I have a. How about this one? What's this one? [01:07:03] Speaker C: Yeah. [01:07:03] Speaker B: Okay. This is what I'm going for. This is what I want. All right, so there's this. It's. The room is dark, and gathered in the middle of the room is this table, and there's eight candles in a circle and some geometries carved into the table, and then some chalks used on those. And floating above the circle in this moving, rotating pattern are all these illusory glyphs about 8 inches off the table, each a couple inches tall. And they're rotating and spinning and changing color. And every couple seconds, each of the eight glyphs, rotating, which are also spinning and shifting their position in the air, are also morphing into a different glyph. So they're turning and changing shape, and they're the only thing that you can see in the classroom. But they're lighting up the space, and the light they're casting backward is catching on the faces and the desks and the right papers of. There are about 10 desks in this room equidistantly circled around the center of the room, and their students gathered there, taking careful notes. And no one is. There's not a lesson right now. This is practice. People are applying their work because the lesson's Already been given at the back of the classroom. Professor. Oh my goodness. Make sure I get the name right. Yes, Professor. Torbid. That is going to be Professor. T o r B I D D T O r B. No, excuse me. Tor Brid. Pardon me. T o r. B R I D D. That's my bad. Is at the back of the classroom. This is the professor of Illusions at the Institute. She asks. She allows her students to call her Professor Tour if they so desire. T o r. And at the back of the classroom there is about a six and a half foot tall purple Dragonborn with three horns coming out of her side on either side of the head, bright white. And she is wearing these deep purple robes with this like lighter pink edging to it. Her robes are kind of gorgeous. She uses one shade, that purple Pink and like 14 different layers to make up colors throughout it. And she looks like a purple Dragonborn today. But as she is very famous, there's this game she plays where every, every couple weeks she looks different. Every couple weeks she looks like a different person. And so. Si precisa fazer liso maestaji poji. But every couple weeks she looks like a completely different professor. And there's this game where none of most of the students at the. Well, no one knows whether or not anyone knows at the Institute what she really looks like. And so it is held among the intermediate students that the Master's students, the Mastery students underneath her, that when they are taken on as her apprentices, she reveals what she looks like and how she does her magic to her, but that, you know, everybody else spends all their years trying to determine what her real. Her real appearance looks like. And there's a rumor. No one knows if it's true, but there's a rumor that if you figure out what her real appearance is and you tell her that, she allows you to pass her class. But that's. That's the rumor. And so she's leaned against the wall at the opposite side and the room is dark and there's just this light catching. And the exercise she has all of her students doing is she is tasking you all to record the symbols which are displaying in the series as they're. As they're coming up, which you have more than enough time to do, but to correctly interpret, like basically based on the shape and color that they are, you're supposed to be figuring out what the actual glyph each symbol is supposed to be because a different glyphic symbol should be evoking the illusory effect that's happening in the illusion. So it's like you see this symbol, but it should actually be this one. And you're supposed to be translating all eight symbols as they're appearing before they shift into their new symbol shape. And that's the practice she's giving you. You're having to apply your illusory magic to an illusion as it's happening to correctly predict what the actual glyphic series that evokes this magic should be. And it's really pretty challenging work. It's a skill you've been building all semester. And so as you are working quietly there in the dark, could you, Daniel, describe the student who is working there to us? What he looks like and what he's doing in the space as he works through this, through this problem rotating in the center of the room? Sure. [01:11:32] Speaker C: I am Martin. I. If you want an easy description, I'm a Merlin raptor, so I'm a bird person. But I have, like, this small, tiny yellow beak, two large black eyes that are constantly flickering at both sides of my face. And I am just a shade darker than the robe I'm. I have on for, like, my big plumage on the outside. On the inside, it's a bit more of a tan and a brown, and my head is more tan and brown. But then, like, the top of it, like, the little hair that I kind of have is like a little darker blue than the robe I have on. And I have, like, little blacks flecks on those darker blue kind of feathers. And let's see. I think he would have rolled up his robes to write. He doesn't want anything getting in the way of his writing because he is a good writer. He does have good handwriting. He writes in whatever version of cursive is in this world, and everyone can't read it because not many people try to, at least in the friends that he's had. And so he's detailing it, and he's got, like. He's, like, marked sections off on his paper for each one. Like, he'll make all of his notes and write down, like, a huge. He'll take half the time just to make a line, to make sure he's demarking between each thing, and then he's with his other eye looking to see what it is, and then writing from there. He's very studious. He's in, like, the only thing that's like. And he, like, has lots of stuff in his pockets of the rope, if. [01:13:24] Speaker B: The rope has pockets. [01:13:26] Speaker C: And, like, he just, like, has pencils like, he's organized in certain areas, but in other areas, he's just like, it's just going in the pocket. I'm not. I'm not marking where everything is in this. So, like, sometimes he'll just be looking for a pencil or for something to, like, cut off the little ends so he can have more pencil. And he, like, has to take a long time. [01:13:49] Speaker B: That's very cool. [01:13:50] Speaker C: And so, but he's. He's studious, he's quiet, and sometimes he looks longingly at something, and then he remembers that he's in a spot and he has to keep on working. And he's like, oh, right, I'm doing something. So. [01:14:10] Speaker B: I decided to respond to Abby's question, and I muted myself while I was typing it, and then I was like, oh, it feels like it's going to the end of what Daniel's saying. When you finish your sentence, you're like, I timed that wrong. [01:14:18] Speaker C: But. [01:14:21] Speaker B: Martin, as you're working there, quietly, could you give me an intelligence check to try and. To try and match this series in the time that you're doing? So now with this one, I'm gonna. You're gonna make proficiency in this check because this is in. You are an intermediate level student, and this is in your school of study. This is in Illusions, which you study. I got a 16. Excellent. Hold on. Let me put it down here with a 16. Martin, you're crushing this activity, and you know it. Like, you're. You're. As the symbols are going down, you're like. Like, you know, you're getting it right. And it's really satisfying because, I mean, it's up to you to tell us how good your character is at. At the different schools of magic, or, excuse me, at Illusions, and how successful he's been at this activity. But this is certainly a challenging. Like, this is one of the more challenging interpretations of this specific skill she wants you to apply that you've gotten so far this year. And however your character feels. Feels about it, it's a pretty meaningful accomplishment that you're doing so well on this at the moment. Is there a particular way that Martin is reacting to knowing he's doing well or just like, ah, you know, he's focused on. [01:15:50] Speaker C: I think it's. I feel like the. The way he's doing well is that he's, like, getting it really fast. And like, that moment of, like, okay, so now I can think about anything other than this class. And then he's just, like, enjoying that he's able. Like, he's Looking back, and he's just like, oh, cool. I'm not having to, you know, be tortured with knowing if I'm gonna stay or not. Like, he feels confident that, like, I can think about something else right now. [01:16:18] Speaker B: I think I totally did in school, too. And, Abby, just for. Just for help, I went ahead and put in Lauren reference a wheel of all of the different colors and symbologies of the schools of magic in 5e, or at least in the main eight. So that is in lore and reference. I almost said wrongdir. Martin. As you're crushing this activity, the series starts to flare and brighten. And you watch, you can see out of your really excellent periphery vision a bunch of students from around the classroom, like, getting kind of nervous and glancing back and forth, like, because I could tell the activity's coming to an end and you're seeing a bunch of students in the room who are not having such a good time, like, frantic. One kid is even getting a little emotional, and some tears are coming up in the eyes, getting stressed in school and, like, trying to fix it. And finally the symbols flash, and as they sort of burn out, all the lights in the room come back up and the activity has ended. And Professor Torbrid steps off. Like, she was, like, leaning against the wall at the other end of the room. She steps in the middle of the room and she says, now, who can tell me the number of series they got right? And she allows students to, like, raise their hands and say how many they got right. And they basically, like, you know, when you answer that, she's going to come over and check, so there's no use in lying. And so she's just giving an opportunity to praise people. You also know that she's big into games, and she's not against creating little competitions here and there. And so Daniel with a 16, having passed the check, I'd like you to roll 3D8 for me. [01:18:09] Speaker C: 3D8. It's mini D8. [01:18:12] Speaker B: And you can. You can add your proficiency bonus to the total you get. [01:18:17] Speaker C: Okay. [01:18:20] Speaker A: O. [01:18:23] Speaker C: I got 16. [01:18:27] Speaker B: Okay, that's really good. So there's another student across the class, A. He's a Tabaxi fellow. He's sort of, like, stocky and small. He's kind of like a sand cat, like a little. Like a little Tabaxi dude who's kind of like fluffy and round. And he raises a hand very excitedly, and she gestures to him and she says, yes, merit. And he says, 14, Professor Torbrid. And then she nods, she says, 14. Excellent. She turns to you, where you have your hand raised, Martin, because, like, the way she runs her class and you've done these activities before. It's like if you get above a certain number and you know you've done well, you raise your hand. So she says, martin, how many for you? [01:19:18] Speaker C: I believe it was 16. I counted correctly. [01:19:24] Speaker B: And she smiles confidently. She says, very nice. And you watch as a Merritt across the way just, like, huffs under his breath, looks down at his paper and starts scrawling in the margins. She says, anyone else? And the table next to you, a girl with, like, sort of like, very blonde pigtails, a human girl, raises up a hand and she says, I'm sorry, but I got 19. And she kind of like, turns towards you and. And it's a little hard to tell whether or not she's like, eh. Or being really genuinely like, I'm sorry. But she just. And Torbrid nods and she says, well, good work to all three of you. Remember, the ability to discern what is true from what is not, and the connection between them that can be precipitated specifically in your magical work in the baseline of what you're creating is a vital skill to any illusionist. Can anyone determine what the real illusion in this activity was? She just kind of waits there for a moment, and there's a bunch of, like, stunned, confused faces all around the classroom. Martin can also be one of the confused faces looking confused. Or Daniel, if you feel like you could take a guess. If you're like, no, I think I knew what the real trick of this activity was. But you don't have to. Martin can just sit there quietly. [01:20:45] Speaker C: I think he would just sit there quietly as he did not pick up. [01:20:49] Speaker B: Sure, sure, sure. She gets a wry little smile on her face, and she says, remember, the most powerful thing an illusion spell can ever achieve is not to completely confuse and cloud the minds of those to whom it's demonstrated, but to simply make them believe that what they know to be true isn't. And she snaps her fingers and the girl with the blonde pigtails disappears. And she says, good work today, Martin. And people start, like, gathering their materials and folding things up. And you watch as, like, a couple students in the classroom, like, whoa. Like, looking back and forth to each other. And a student from nearby, Umartin, a. A little dwarven kid who doesn't talk a lot, but he's. He's honestly kind of beefy. Like, he's. It's weird that he's at the school. He's a little like, muscular and big. But he leans over to you and, like, like, very like, good job, dude. Like, softly punches your shoulder, you know? And, you know, like, anyway, you get it. And as people are gathering their items and you know that in her way, Torpor's probably an class here. She stops and she says, before I have you all go from class today, I should probably let you know about your semester project. And everybody, like, kind of stops and pulls their papers together. There's a bunch of wide eyes around the room. And they look around and she says, oh, shoot, where'd I put it? In the notes. [01:22:22] Speaker C: Okay. [01:22:23] Speaker B: It was in the wrong section of my notes. Okay. She leans forward and she says, I want you all to complete a summative work. You all are going to be finding from around you an arcane phenomena in the world, wherever you find it. I don't care about its source. I care that you noticed it. I want you to carefully study it. And you are going to produce a written and oral report detailing the nature of that phenomenon from the world. And then you're going to present it to me. This needs to be done before the end of the month, and it will count for a third of your grade in this class. And you watch a bunch of, like, panic gasps around the room. One kid just buries his hands in his head. And she, like, chuckles to herself for a moment. She says, calm down. I'm gonna be merciful. No, that's not true. I'm never merciful. I'm gonna be fair. And like, there's one of the dwarven kid is sweating and wipes his hand from his brow. And he goes. And she says, you could get lost in thinking that the quality of this project is determined by its thoroughness, by its detail. And it is. But she smiles, exposing some of the dragonborn teeth that are probably not even hers. And she says, I really think the merit of this project comes from noticing the world around you. There are incredible phenomena of the arcane happening all the time. If you pick something good and you report it carefully, you'll do well. She smiles and nods. She says, class dismissed. And the door. Like, she hasn't opened the door yet, but she just kind of walks to the side and begins working with her papers. And it is not at all uncommon of Professor Torbrid to end a class before the period's over. She does it all the time. And so she's even done it a couple times before where, like, she'll make an illusion of the crystal going off, but her not saying class is over. And so students will try to walk off, walk out. And, like, they, like, walk out. They're like, oh, class isn't over. They rush. She, like, got a bunch of people at the beginning of the school year that way. But she, like, steps to the side and she signals that class is dismissed and allows you all to leave. Any particular action from Martin where he just gathers his things and goes. [01:24:43] Speaker C: He gathers his things and I think he's doing this thing where throughout the year, he does want to be in a higher study. And he just comes over and he's got, like, a. A whole page of every single humanoid race that he can find and know. And he's just. Whenever she is allowing how many attempts, she doesn't. I don't know. But he just comes over and he's just like, you know, that human girl, you know, I wonder who else is human that is among us, you know, someone important, someone who's large. And then, you know, he's just doing, like, this kind of what he think, trying to figure it out. [01:25:30] Speaker B: A big. A big smile, a big, knowing smile spreads on her face at the exact same moment that the dwarven kid next to you walks really hard into the wall and the illusion of the door dissipates and the real door appears next to it. And a bunch of the kids around him laugh at him and he just, like, shakes his head like. They all go to the real door and open it and walk out, and she smiles at you and she says, we've been over this, Martin. You can guess and guess and guess and guess. You have to prove to me what I really am and why. But who knows? Human sounds about right. [01:26:08] Speaker C: And he, like, notches it down in his little notebook in whatever way he says, and he's like, well, I'll see you next week, Professor Torbert. [01:26:17] Speaker B: And you start to step aside, and she stops and she says, martin, that really was good today. That was good work. That was a hard problem set. Good job. [01:26:27] Speaker C: Thank you. [01:26:30] Speaker B: She just smiles. And as she walks, she, like, gets about 2 inches shorter, but still looks like a dragonborn and keeps walking. And she's like. She's just screwing with you, like, adjusting the illusion as she walks and. [01:26:43] Speaker C: Yeah. [01:26:45] Speaker B: And so she steps out of the room. And at that moment, all four of our friends have left their second class of the day. That was the end of classes for the week. And with it being beccaan, you all are all released to lunch. And so I'm gonna go ahead and describe what lunch looks like here at the institute. Where it happens, how that works. And then I'll let everyone describe what they're doing and you guys can just. I'll let you all know that it's going to be quite a bit of free roleplay. Obviously more plot's going to happen and come later, but there's just going to be a whole lot of time where you guys can meet up and just be your characters. You know that lunch is being served publicly now and that it is the weekend you all have here at the Institute. So in the the days of the week in Jalabrin, a lot of the large trading cities and nations of the earth in bloom recognize the last day of the week, top up as being the week, the weekend. There's a one day weekend here at the Institute. There are two days to the weekend top up and amech. So where AMEC is Monday for most of the world. It's like Sunday for y'. [01:28:00] Speaker E: All. [01:28:01] Speaker B: So you all, you guys have a four day week, a two day weekend, which is both really cool, but also you're busy students. So part of the intention behind the Institute is that you guys have plenty of homework and a lot of it's on your own time. So while you have half, while you only have like four or five hours of class every day, they also know that these are literal kids in a lot of the circumstance who need to get that volume and rigor of work done throughout the day and over the weekend. So that's part of how they had that set up. So the long weekend displays before you. You know, the way that, the way that meals work here is there's this cafeteria. It's. Well, actually, excuse me, there's a commons in the center of the quorum. So we have those squared levels right on every floor. But the floors of the building are. It's just one massive 80 foot tall square building. And there are the levels with the different mezzanines that run along them and the doors. But the great majority of the volume of the building is open space. It's just one massive open space all the way up to the top. And there's this huge commons a couple hundred feet, well like 100, 150ft in each of its square dimensions, probably 200. And that space is just open. And at the very top of the building, 80ft up, is this incredibly huge domed stained glass mural that is the ceiling of this building. And light is always filtering down through it. And the glass in the mural is always shifting into different colors and different images very slowly. And as you all walk out of your classrooms right now. The immense mural over the top of the building is currently shifting. It doesn't look like anything right now because it's shifting out of a previous image and into what's going to be like a starry sky. And it maintains a different kind of image for about an hour or so, and then it shifts into a different image. So it was something, and now it's becoming a starry night sky in the very middle of the day. And light is brightly streaming down through it from what is probably an overcast but bright day outside in the winter. And inside the building, it is perfectly pleasantly. It's perfectly pleasant in temperature. And in this commons space, there are all these desks with chairs around them in the middle. And when you go and sit down at them on the floor, they lift up and they begin floating around the space. And you can kind of. You can shift these little, like, dials on the edge of the table to control how high you want them to go and sort of what edge in the space so that, like, when students go get their food and sit down at the table, they can lift the desk up and have it float up in the air and talk there. The desks will only go up two stories, or the tables will only go up two stories. They don't go any higher than that. And there are a couple on site, clerics, because every once in a while, kids do seriously hurt themselves. At the Institute, it's made pretty clearly to parents when students start coming here, hey, this is a magical school with a lot of individual freedom for students. And one of the main causes of students leaving the school is violating the code of conduct and seriously hurting themselves with magics. And parents and sponsors are let know before students arrive at the school that it is. It is that There are the GCs, the guidance cohorts here, the upper level students who look after some of the young ones, and the professor faculty are available. But if. If parents or sponsors don't believe their students to be responsible young adults, then there are nots to be sent to the school. And there's this cafeteria, the cafeteria space. There are no cooks, there are no chefs. There are stacks of bowls, and then there is this little stone chamber. And when you get your food, you take your bowl, you put it in, and there are these stone squares on the wall, and you press one in, and the text written above it for the food is what is conjured and fills the bowl. And there are three breakfast options, three lunch options, and three dinner options. And every. So every once In a while, one of the faculty members will come by and spend a couple hours working hard to change what the food being conjured there is for the week. But there are the bowls there. Students come and get their bowls, put it in the chamber, impress on the wall the stone button that food is conjured, and then you have your serving. So as class ends and all three of you emerge from different doorways along, well, two of you at the same time. But as all four of you all merge from the doorways and the walls and the sides, where do you all head and what do you do? The rest of the day is very much yours. Also, a bunch of you are muted. I noticed multiple people talking and no sound coming out of anywhere. Abby, you're one. This is the way. [01:32:49] Speaker E: I'm trying to practice my character voice. [01:32:52] Speaker A: That's what I was doing earlier is why. [01:32:56] Speaker E: Hey. [01:32:59] Speaker C: I think Martin would try to find most of his friends. He's not loud in class and stuff, but when he's with his friends, he does, you know, he yells their names. Jen, Quinn, Boo. Meet at the one on the far right and go that way. [01:33:19] Speaker D: Okay. I will go. I'll go. Beeline, try to save that table. [01:33:23] Speaker B: Okay. Got it. [01:33:26] Speaker E: I imagine that Jin and I would be together. Right. Because we left class together. [01:33:33] Speaker B: Yeah. [01:33:34] Speaker A: Everybody's. [01:33:34] Speaker B: It's lunch for everyone. [01:33:35] Speaker A: It's at the same time. All the classes are. Yeah. [01:33:38] Speaker E: I'm just saying that we're. We're already together. We don't need to find each other. [01:33:41] Speaker B: Oh, gotcha. [01:33:41] Speaker A: Gotcha. Yeah. I would see. I would see Martin, and I think I would, like. I probably would, like, hook my arm in yours blue and kind of try to beeline for them. For Martin and Quinn. [01:34:00] Speaker D: Like, I'm doing, like, weaving in and out of people. [01:34:06] Speaker A: Trying to get the seat. [01:34:08] Speaker D: Yeah. If I don't use acrobatics, I'm going to. [01:34:13] Speaker A: I feel like we probably do this a lot, and I feel like, would it be safe to say that Jen knows what Quinn would want to eat, so she's, like, gonna get her food for you. [01:34:23] Speaker B: I was gonna volunteer it. [01:34:24] Speaker D: Yeah. [01:34:24] Speaker A: While you saved the seat. Yeah. [01:34:27] Speaker D: Or, like, you look over, and I know what the options are, so I'm just like, two. Option two. [01:34:38] Speaker B: Quinn. Right. As you get to the table, there are some initial study students who get there at about the same time, and they, like, walk up with their bowls of food. They see you there, and they both just like. And turn and leave. Like, it's an intermediate student. And, I mean, some of these kids are Literal middle schoolers, some of the, some of the introductory studies students and so they can, some try to be really confident, but a number try to are pretty intimidated by the intermediate study students. And a lot of the. In the same way, when watching Harry Potter, you might sometimes find yourself thinking, man, there's a real lack of supervision here and a lot of the culture is being set by the students. It happens a little bit at the institute and so, you know, when the upper level students are cool, things go really well and when they're pricks, there is sometimes a little bit of a lack of structure to keep that from happening. And so, you know, maybe you guys have been very nice to the initial study students and the introductory students in the past, but like they still like look like, oh, and they just turn away and go find a different table. And Quinn, you have it. [01:35:45] Speaker E: Can you remind me? It's. It goes introductory, intermediate and then is it higher students and master students? [01:35:52] Speaker B: Yes, it is. No SAS at all. It's in, it's in lore and reference. I typed up all the details and bolded them there. It starts with initial. Well, I keep saying introductory because I couldn't remember, but it's good you're asking because now I have to check. It's initial, not introductory. I've been saying introductory. It's initial. Studies is first, then intermediate, then skill, then masteries. [01:36:19] Speaker E: Cool, thank you. [01:36:19] Speaker B: Initial 3 or initial intermediate skills. Mastery. [01:36:25] Speaker D: Yeah. Quits like looking at the kids like, she's like, she's like, she's like, hi. [01:36:31] Speaker A: I feel like we're mean to them but. [01:36:33] Speaker D: But she also like has her books, like taking all four seats. [01:36:40] Speaker B: Like being polite but also like, yes, that was the right call. One of the students like looks back and nervously like waves a hand and puts their head down and goes and sits down at their table as you do so Quinn, a skilled study student, like a 17 year old just kind of like chuckles to herself and walks by and laughing at the, at the interaction. One by one people have gone and collected their food and within reason considering it to be a meal that you could have in a fantasy setting that would probably be provided in mass for nutrition to a school. People can kind of pick the meal that they're getting here because like you all the players, because know that they're the ones the professors picked. But like if you guys think of a meal that would be fun to have, that can be the one that was there. So as people go get their bowls and their food and one by 1 All four of you come sit down at your table. This is just open to you all in some role play here. So I'm really leaving things to you all for a second. I'm not just gonna ban you. The plot will come back, but just go ahead and play out. Like, what does it look like as people are getting lunch? How are they interacting with each other? What is this group of four friends, especially two of whom they've gained in the last year? This group of four friends and two roommates. What do they look like? How are they interactive? [01:37:56] Speaker E: Blue is. Is Blue. So can you get only breakfast at breakfast and only lunch at lunch? [01:38:03] Speaker B: No, all three are there or all nine are there? [01:38:06] Speaker E: Okay. Okay. Blue is just eating pancakes and chocolate milk and Mac and cheese. He's like. He's like. All together. [01:38:21] Speaker B: We'Ll say that chocolate milk is an invention of the magical world that has yet to reach the common one. But I love that. [01:38:30] Speaker E: And he's just probably listening, whatever, like, listening and trying to jump in, like, when he can. And if he can't, like, jump into the conversation, he's just. He gets really excited when he has something, like when he knows something or when he can add something. So he gets all excited and jumps in and otherwise just listens kind of intently. [01:38:53] Speaker A: I think. [01:38:53] Speaker D: When does a lot of the talking. [01:38:57] Speaker A: I think Jen would be. Can I say we eat socats, which are tacos. [01:39:03] Speaker B: Yes. [01:39:03] Speaker A: But magic. [01:39:05] Speaker B: Yes, whatever. Fine. [01:39:06] Speaker A: That's what I mean. [01:39:07] Speaker B: Have your fish soda. [01:39:08] Speaker A: I don't want fish soda. And I would say Genevieve is probably trying to not think about the class was she. She was in. So she's like. She's like, I'm just going to try to do the accent. I'm scared. [01:39:28] Speaker E: Yeah. [01:39:28] Speaker B: At some point, you guys are going to have to start owning your voices. And so you keep thinking of the third person, if you want, but at some point you're going to have to be the character. Sorry. [01:39:39] Speaker E: So. [01:39:41] Speaker A: You put me on the spot. [01:39:43] Speaker B: The Frenches. [01:39:46] Speaker A: My name. [01:39:49] Speaker B: You'Re putting down and long. [01:39:51] Speaker A: Yes. [01:39:52] Speaker B: Yeah. [01:39:52] Speaker A: Marty, how was. How was Illusions class? [01:39:58] Speaker C: Oh, it was pretty good. You know, we had a. A fun little game, you know, that Professor Torberd had for us, and I did pretty well at it. It was a good time. There was some other ones who did pretty well. She did remind us of the month. We have a month to finish this arcane phenomena thing, which I totally forgot about, which I'm glad she brought up, because I would have never done it until time, but I guess I should probably spend the weekend doing that. But how. How Is yours and Blue's class together? [01:40:33] Speaker E: Can we. Can we help you with the. [01:40:34] Speaker D: With the project? [01:40:37] Speaker C: Oh, I'm sure if you're not doing anything, that would be a project. [01:40:42] Speaker E: Or is it only a us individual project? [01:40:48] Speaker C: It sounded like it was like individually, everyone could do it, but you could do it in a group, I guess. [01:40:54] Speaker E: Oh, oh, wait. [01:40:56] Speaker D: Okay, wait. So do I need to have a character voice too? Guys, give me an accent. [01:41:00] Speaker B: I don't know, Andrew. I don't know. You don't have to. [01:41:04] Speaker D: No, I actually wrote my characters also grew up in unsen. But I could speak French. French accent in English. [01:41:14] Speaker B: Yeah, yeah, it's French if you're going for unsund. But hey, if you don't want to commit to that, you do not have to. [01:41:20] Speaker D: Please. And the pour. So I can't do it. I don't need something. [01:41:31] Speaker E: Sorry. [01:41:33] Speaker B: Good try. [01:41:34] Speaker E: Sorry. [01:41:35] Speaker D: Just go. [01:41:35] Speaker A: Just go. Kind of British. That's always the easiest one for me. [01:41:39] Speaker B: For the record, Micah has played a dwarf British voice that doesn't have an accent. Yeah, it doesn't. [01:41:47] Speaker D: I already. [01:41:48] Speaker E: I just changed the pitch. [01:41:50] Speaker A: I'm just trying to sound like Tello for my purposes. [01:41:56] Speaker B: Just lean into a character. Andrea, the voice doesn't matter. Just the character. Yeah, just go for the character. [01:42:03] Speaker D: So it's just a self. [01:42:05] Speaker B: I'm. [01:42:07] Speaker D: I had a brain. Where are we? So what even type of phenomenon is it supposed to be? [01:42:15] Speaker C: Oh, I don't know. [01:42:18] Speaker D: You know, it's vague. That's broad. That's not. [01:42:21] Speaker A: It is very vague. [01:42:22] Speaker D: Usable. [01:42:25] Speaker C: Yeah, I. It sounds like Professor 12 Ridwood is gonna be just excited that you research something specifically phenomena. Like, I guess. I don't know if it's. I need to see a wizard's creation of anything or a beautiful waterfall started by people through arcane means. I don't know. [01:42:49] Speaker E: Wait, dm. Are we allowed to leave the school? I'm imagining not. Just yell really loud. [01:42:55] Speaker B: DM was grabbing snackies. But you know, you do know skilled students and mastery students are allowed to leave. But why are not. So you all are not yet allowed. But skilled student and mastery students are allowed to leave. [01:43:12] Speaker E: But how are you going to see a waterfall? Because we can't. You can't. We can't go anywhere. It has to go to school. [01:43:18] Speaker A: Blue. It's called magic. He does illusory. He could make an illusion of him. [01:43:24] Speaker B: Jackie, I'm going to need you to take some inspiration there. [01:43:30] Speaker D: No, no, no, no, no. But like, is it. Is it just any magic? Like, does any magic count? [01:43:38] Speaker A: Or you could make an illusion of a waterfall. [01:43:43] Speaker D: But that's not a phenomenon if he just did it. Should I do a southern accent? That's what I can do. [01:43:54] Speaker E: I. [01:43:57] Speaker A: Are we just. So I know. Are. Have we taken. Have everyone taken these classes? Are we all, like. Do we all have these things? It's just we weren't in that class today or. [01:44:08] Speaker B: No, most of you. So, like, that's a great question. All of you are in glyphic theory. You have to have glyphic theory. [01:44:18] Speaker D: Okay. [01:44:21] Speaker B: All of you are in Applications of magical Phenomena. Only. Only Martin. And let's say. [01:44:34] Speaker D: I would not say only. [01:44:36] Speaker B: Only Martin and Blue are in Principles of Perception. So Blue, this is also a project you have. [01:44:43] Speaker D: So you do Liars Full of Magic. [01:44:47] Speaker E: I wasn't in Principles Perception unless I'm in it at a different time. [01:44:52] Speaker A: Yeah, yeah, that's what it means. [01:44:54] Speaker B: It's multiple times a week. [01:44:56] Speaker D: Like, you're probably taking my time, but Gwyn and Jin are probably not taking it at all. [01:45:01] Speaker E: Oh, yeah. So would I have more on this project? [01:45:05] Speaker A: But Dion's is. [01:45:07] Speaker B: You all know that it's an arcane phenomena. It's something magical in the world happening around you. [01:45:13] Speaker A: But Quinn, wouldn't you know about the phenomena? Because we are both in applic. We're all in Applications of magical phenomena, and they're doing perception. So there's a lot of phenomena going on. [01:45:29] Speaker E: So I can. I. I'm confused. [01:45:32] Speaker B: And, yeah, you're very familiar with the fact that Torbrid is prone to being vague. And basically the way she treats it is like, I'm leaving this up to you. Bring me crap. Get a crap grade. Bring me something good. Get something good. So she, like, she leaves you a whole lot, too. Have you ever had a college class where the professor's like, write an essay on, like, blank, and they just leave it at that, and it's kind of left to your determination of, like, well, I could do anything I wanted. Is what I'm about to do probably bad, probably not going to get a good grade? So you get the feeling that, like, I'll tell you what, Blue, no, do me an insight check. Let's make a check out of this. [01:46:11] Speaker E: I also think if I was. If. If Blue is confused, he would have gone and, like, asked for more clarification. [01:46:18] Speaker B: And she probably would have provided you some and absolutely not enough, because that is absolutely her way. [01:46:23] Speaker E: Okay. And I understand before I make my check. Am I understanding correctly that, like, it's like. It's a natural. It's like the equivalent of, like, a natural phenomenon, but with magic. Like, natural magic, what you'll do is. Or is that an assumption? [01:46:41] Speaker B: You'll roll the die and then you'll. [01:46:42] Speaker E: Tell me, which I just didn't know if I was. On top of that, I didn't know if I was missing something in the language. I just didn't know as a player that I was supposed to know. [01:46:52] Speaker B: It's all good. [01:46:54] Speaker E: Oh, man. [01:46:58] Speaker C: A good sound when you've rolled a die. [01:47:13] Speaker E: That'll be a four. [01:47:19] Speaker B: Blue, what's the project about? That's really confusing wording. Because, like, it could be anything. Like, does that mean we have to go see it in the world? How are you supposed to do that? You can't leave campus. But people are always casting spells. But she would know that. Oh, this class sucks. This is why you're not an illusions wizard. [01:47:37] Speaker E: Fair enough. [01:47:39] Speaker D: Because, I mean, even you don't know. [01:47:41] Speaker B: You'Re probably gonna flunk out. What are you gonna do? [01:47:44] Speaker D: If we just need to do imaginal phenomenon, this counts. That I. I, like, hit and make our tables show shoot up, like, five feet. [01:47:52] Speaker C: Okay. [01:47:54] Speaker B: You, like, move the dial and all the poop. [01:47:58] Speaker A: Jin grabs on some of her papers. [01:48:01] Speaker B: Spill out one of the Kedric. The Earth Genasi GC is, like, two floors up. He's, like, walking by in a mezzanine. He's just, like, from 60ft away. He turns his head and glares at you all, like, play with the tables. Then he goes back to where he's walking. [01:48:20] Speaker D: Then why does the table do this? [01:48:24] Speaker C: You know, Quinn, that's a really good point that I was thinking, like, maybe the lunch room, because it is one of my favorite places on campus, and I could probably figure out a whole bunch of words for that. And this is really cool. Like, all the tables and all the food and everything like that. I might do that, Quinn, you know, that's a pretty good idea. [01:48:43] Speaker D: And, Blue, I'm sure the summoning. The summoning, the food actually could really do a lot. [01:48:51] Speaker E: So maybe you do the tables and I do the food. [01:48:55] Speaker C: That sounds like a great plan, Blue. [01:48:57] Speaker B: Abby, I'm gonna need you to take inspiration for whispering. You're totally taking my idea. That was hilarious. [01:49:05] Speaker A: But the food is not an illusion. [01:49:08] Speaker D: No, it's contrast. But neither is illusion. [01:49:13] Speaker E: Does it have to be illusion, Martin? [01:49:15] Speaker B: Okay, I don't believe so. [01:49:17] Speaker C: Just phenomena in general. [01:49:20] Speaker D: Martin, it's like, you know what you gotta do, right? You have to figure out what she is. That's the only. That's the only problem you can Do. [01:49:30] Speaker E: I know that is a magical phenomena. That was out. [01:49:34] Speaker A: Martin, is she still a dragon? Born right now. [01:49:38] Speaker C: Today she is. [01:49:39] Speaker B: Yeah. [01:49:40] Speaker C: That would be interesting. [01:49:41] Speaker E: Yesterday. [01:49:43] Speaker C: Well, Blue, would you like me to not do anything in the kitchen or in Theos area and I can try to like. [01:49:49] Speaker E: I'm just. No, I'm just going to keep looking around. I'll let you know when I find something and we can. [01:49:55] Speaker C: Okay. [01:49:56] Speaker E: I'll just hope it's not the same thing. [01:49:59] Speaker D: Well, don't stake your grade. I'll figure out what she is. You're never gonna figure it out. Don't. Don't stake your. [01:50:04] Speaker C: Okay. I thought you were encouraging, but I see that now. [01:50:09] Speaker A: I am encouraging you, Marty. I think if any student could do it, it would be you. [01:50:14] Speaker E: Well, I just think you should have a backup, Marty, just in case. Like a plan A or a plan B is, I think what they call it. [01:50:26] Speaker C: That's very cool, Blue. I think, I think I might. Who knows? We'll see. What about you all? Do you all have a. A project you're working towards? Other than Blue, who just remembers it now? With me. [01:50:40] Speaker B: I. Five minutes in. And I love these characters. [01:50:43] Speaker A: Blue, I'm going to need to take a look at your notes. I, Yeah, I, I, I kept writing what he was saying, but I don't think it stuck. [01:50:53] Speaker E: I think I got it all. I missed a little part because the person behind me kept sneezing. But I think other than that, I got it. [01:50:59] Speaker D: Yeah. [01:51:00] Speaker A: What was that? [01:51:01] Speaker E: I don't know. [01:51:01] Speaker A: I hope if you're sick, do not come to class. [01:51:04] Speaker E: It's gross. [01:51:06] Speaker B: Yesterday a table floats nearby. And this. And this halfling fellow goes, I have a condition. And then it keeps floating by. [01:51:17] Speaker A: Well, then prestidigitates the sneezes away. [01:51:22] Speaker D: I press the dictate to your sneezes. [01:51:24] Speaker B: And then it keeps. Keeps on floating. [01:51:29] Speaker D: No, I, I think. I think there's something. Anyways. [01:51:39] Speaker B: As you all are chatting, I would like for everyone to tell me their passive perceptions. [01:51:47] Speaker E: Well, under 1215. [01:51:52] Speaker D: I'm not out here making wisdom characters. [01:51:55] Speaker B: What'd you say, durgle? [01:51:59] Speaker C: Wait. Yeah. 13. [01:52:03] Speaker B: 13. Jackie is the highest. Who's surprised? As you all are. As your. As your classmates are discussing their studies and their plans for the weekend. Genevieve, you know this magical light coming down from above you, right from the. From the ceiling as light filters through all the glass. And it's very beautiful. And you're in this enchanting environment that you've become accustomed to. But for just a second, light catches your eye from Below you instead of above you. And that's weird. And you, like, you can't help but, like, sort of also your head to where you saw it. And. Could you give me another perception check? [01:52:50] Speaker E: Yeah. [01:52:51] Speaker B: Oh, also, as a note, everyone has their per diem today because everyone got here on time. [01:52:55] Speaker E: So, yeah. [01:53:03] Speaker A: I'm gonna use my per diem on this. Okay, that's a. That's a 15. [01:53:11] Speaker B: Okay, that'll do it. Actually, that was just above the DC. Good work. [01:53:21] Speaker A: Yay. [01:53:22] Speaker B: With a 15, you. You, like, rotate your head, and you realize there's something at your feet. And you. Because, like, so the table has the. Like, the chairs as part of the bench, and the stone literally lifts up out of the floor and, like, levitates as you look down at your feet. There is a little piece of something at the foot of the table by your foot. And everybody else is talking and debating their assignments and talking about their plans for the weekend, and you just reach down and you pick it up, and you find that just beneath is a reflectant, a reflective fragment of metal. It was picking up light from the beautiful light that was coming down through the stained glass ceiling. And as you hold the little odd trinket in your palm, it's like a small chip of metal slag. No more than half an inch in any dimension. It's very awkwardly shaped. It doesn't look like a clear cut of anything. It looks like melted metal. It's kind of dusty on the surface. It's a dull gray, and it's fairly weighty for its size. It's pretty dense for its size. Could you make a little investigation check for me? [01:54:36] Speaker E: Yeah. [01:54:37] Speaker B: And as Genevieve has. I mean, you guys were deep in conversation, but you all noticed her reach down to her feet. Pick something up. And now your wood elven friend is holding a little piece of metal in her hand that she's looking at. You can't eat that shit. [01:54:52] Speaker E: Him. [01:54:54] Speaker A: That's also. That's also going to be a. [01:54:57] Speaker D: Also thought that. [01:54:59] Speaker A: I'm not going to eat it. It was below my feet. [01:55:04] Speaker C: It's the first time. [01:55:07] Speaker A: True. [01:55:10] Speaker C: Back me up here, Quinn. Am I right? [01:55:13] Speaker E: As. [01:55:13] Speaker B: As you rotate it in your hand, no matter how many times you rotate it or rub it off, that, like, sort of sooty surface remains. Like, you. You can rub it and rub it and rub it, and you're starting to get, like, a little. You're starting to get some of it, like, on your thumb. Like, you can't, like, polish, like, the powdery surface off. Yeah, that's. [01:55:30] Speaker A: But like the feeling of, like, if you're rubbing coal and it's like, coming off. [01:55:35] Speaker B: Exactly, actually. Exactly. Right. Like, because you rub a little and you're like, oh, it'll come off, but it never quits, even as you wipe it. [01:55:41] Speaker A: But it was. [01:55:42] Speaker B: While we're at it, could you. [01:55:44] Speaker A: Uh huh. [01:55:45] Speaker B: And it still is a little reflective. Could you give me a sciences check? As a student of education. [01:55:58] Speaker A: That'S. I don't have that one on my sheet. Is that intelligence or wisdom? [01:56:02] Speaker B: Science is under intelligence. [01:56:04] Speaker D: Okay. [01:56:07] Speaker B: Well, I mean, it is an older character sheet. I think when we did this one shot, I hadn't introduced the custom skills yet. [01:56:12] Speaker A: That is going to be O. A ten. [01:56:19] Speaker B: Okay. [01:56:20] Speaker D: Is it. What is it? Let me see. [01:56:24] Speaker B: You're not particularly sure what this is. Do you. Do you pass it to your friend Quinn? [01:56:32] Speaker A: I. I'm looking at it. Can I do. Can I do an arcana check to see. See if it looks like. Like a. Like it would have. Like. Like it would be a magical component to, like a spell. [01:56:47] Speaker C: Sure. [01:56:47] Speaker B: Or. [01:56:48] Speaker A: Okay. And as I'm doing that, I pass it to Quinn. [01:56:52] Speaker B: Yeah. It's being passed around. And you all can see that Genevieve has found this thing in her foot and it's now being passed around. [01:56:56] Speaker A: I got a nat 20, so that's going to be a 25. [01:57:01] Speaker D: That's not Fritz. I don't know how to tell you. [01:57:04] Speaker A: No, that's me. [01:57:05] Speaker D: Sorry. [01:57:05] Speaker A: That was Jackie saying that. [01:57:08] Speaker B: Jackie's British with a 25. Genevieve. No, you don't have any idea what this is. In fact, in your head, through all the components you've learned about. Well, with the 25, you're very sure that this isn't any of the components you've ever heard about, which is weird because components can take you to some small, pretty specific substances. And usually when somebody drops some sort of valuable substance around here, it is a component. And so it's weird how much you, like, you go through your head and you even think of, like, components that have been mentioned in lectures that belong to more powerful and capable spells, like nothing is ringing a bell. This doesn't at all feel like a component to a spell. Doesn't look like it. This doesn't ring any bells. This is really foreign to you. [01:57:57] Speaker A: I relay all that to everyone. Okay, this is very weird. [01:58:01] Speaker D: Look at Martin. [01:58:04] Speaker B: Okay. [01:58:05] Speaker D: And I go. [01:58:08] Speaker A: Do. [01:58:08] Speaker B: Not kidding. [01:58:11] Speaker C: I told you. [01:58:11] Speaker D: Very dense. There's a high chance it's lead. [01:58:14] Speaker A: It could be poisoning. [01:58:16] Speaker D: You don't lick heavy things. And I pass it along. [01:58:23] Speaker E: Is that a Rule. If this is magical, maybe this could be one of our projects. [01:58:33] Speaker A: It was not something that I found under my feet. [01:58:37] Speaker E: It's available phenomena. [01:58:40] Speaker A: That is a phenomena. [01:58:42] Speaker D: Maybe someone's, like, in action. [01:58:46] Speaker A: Maybe someone planted it here for you to discover. [01:58:52] Speaker E: Oh, where'd you find it? [01:58:54] Speaker D: And I'm gonna duck below the table and try to. [01:58:55] Speaker A: Like, it was under my foot. She points right to where it was. It was reflecting light. That's why I saw it. [01:59:04] Speaker B: Quinn, you duck your head under the table, which is about 15ft in the air now, and as you look down, there's, like, a little sooty residue near the point to which she points, but not a whole lot else. [01:59:13] Speaker C: Can I do a nature check to see what this could have been made out of? [01:59:18] Speaker D: I also want to look and see if this is metal. Could be just like a melted nail that held the table together. Just like. Is there something above it? Or like gum? [01:59:28] Speaker B: Still coming. Give me an. How creative. Give me an investigation check. [01:59:33] Speaker C: Quinn, at an 18. [01:59:36] Speaker B: Wow. Okay. [01:59:36] Speaker D: I take investigation proficiency. I did it. Silly me. [01:59:41] Speaker B: Yeah, well, you wouldn't. You didn't know what this one shot was like going in. Okay, okay. [01:59:47] Speaker C: Geez, y', all, I still got an 18. [01:59:50] Speaker B: Yeah. [01:59:50] Speaker D: These are intelligence rolls, which you are giving us intelligence rolls, which helps. [01:59:55] Speaker B: It's not on accident. I have built this one shot to suit the characters. It's really hard not to say wrong, Jim Martin. As you're thinking about it, you hold it in your hand, you rub it between your feathered fingers, and you peer at it with your keen avian eye. See, this is what's weird. Like, what substance it would have been made from. You would assume when Quin said lead, it has similarities. But then the sooty surface doesn't ride. It doesn't line up. And so you're trying to think what it might have been melted out of. But the thing is, you've encountered so few minerals that when heated up, becomes something that can both be reflective and having a granule residue that continues to come off. That's what's so strange. And with your 18, you're putting together that doesn't feel like a natural substance that you're familiar with. In fact, with your 18, you can become rather convinced. No, this feels unnatural. [02:01:04] Speaker C: I don't think this is a natural. [02:01:06] Speaker B: Dang, Quinn. As you look, as you look below the table and you duck your eye up, Nothing. No damage to the table, no objects removed. All the table has its parts and is held together at the right points and joints. You see no clear point of where it might have melted down from, but that was a really sick thought. Blue is finally handed over to you. Yes. [02:01:28] Speaker A: I'm sorry. [02:01:30] Speaker E: Can I do an arcana check on it to see if I get any vibes? [02:01:35] Speaker B: Sure. Do a check for vibes. [02:01:37] Speaker A: Vibe check. [02:01:39] Speaker E: Can I do an arcana check to see if it seems magical? [02:01:43] Speaker B: Oh, okay. Sure. Yeah, yeah, yeah. Give me an arcana check. [02:01:46] Speaker D: Anybody have identify? [02:01:49] Speaker A: I do. [02:01:50] Speaker E: Do I also have identify? [02:01:53] Speaker A: I want to try something, though. Blue, when you're done looking at it. [02:01:57] Speaker E: Okay. [02:01:58] Speaker C: I also have identified. [02:01:59] Speaker E: Oh, no, I don't. [02:02:01] Speaker D: I thought I was like, when I'm picking spells, I'm like, there's no way. No one else has identify. [02:02:07] Speaker B: It was a good strategy. Martin. When Genevieve says, can I see it? In a second. I want to try something, it does pop in your head. She might still try to eat it. What did you get? [02:02:19] Speaker A: It was one time. [02:02:22] Speaker C: And it will never be forgotten. Never forgotten. [02:02:25] Speaker A: You dared me to. You were in the hospital when it was cold. [02:02:29] Speaker E: Seventeen. [02:02:31] Speaker C: A week. [02:02:37] Speaker B: Blue, you are having trouble determining whether or not it's magical. You see no glyphs. It gives off no sensation of energy. Magical objects are something you've been studying but haven't come in contact with a whole lot at this point, your educational experience. But as you consider it and you think about it, at one point, you lift it up to hold it in the light, and the strangest thing happens. As you lift it up and hold it in the light, the light that glints off of it is a slightly different hue, and you realize it might be reflective at a different angle. But then when you bring it back down and hold it in the light there, it goes back to being that kind of gray, silvery color. You raise it back up, and it's a more like, yellowish color. And then as you do that a couple more times, you guys watch. Blue raise her hand up and down, and she has to fully extend her. Excuse me. He has to fully extend his little allen arm. As he raises it up, up and down, it is changing very slightly in color. And blue in your hand. Give me a perception check. [02:03:39] Speaker E: Blue, that is gonna be a. [02:03:51] Speaker B: Man. I got the right group of players to get this 16. I got the right group of players together for try and figure out a problem. I mean, only Cara would have completed the group, and then I would have had everybody who loves this sort of thing. Well, we'll get her next time. But blue, as you lift it up and down. Holy cow. It's changing weight. [02:04:17] Speaker C: It's. [02:04:17] Speaker B: It's super super slightly. But it's changing weight. And you, with your 17 and arcana. Yeah, this is definitely magical. Somehow it's changing the color. It is, but it's changing weight. And with your 16 blue, as you lift it up a little higher, you realize when you move your fingers around, less of the sooty stuff is coming off. [02:04:39] Speaker E: When I raise it up to the lighter, just. [02:04:41] Speaker B: Yeah, when you raise it up. When you raise it up, its color changes slightly. The color it's reflecting changes slightly. It gets just barely lighter, and it's like. It's like it gets less sooty. [02:04:57] Speaker E: Okay. So I move my camera so you can see what I'm doing. So I raise it up. I'm like, huh? I'm gonna like. So where are we floating about? [02:05:07] Speaker D: I only raised us, like, five feet. [02:05:09] Speaker E: Okay. Okay. So we're just five feet. [02:05:11] Speaker D: Plus we were already high. But My joke was 15. But anyways, I was. My joke was 5, but I was about to suggest that I could move us even higher to test this. [02:05:20] Speaker E: So I. I, like, hold it down. What happens when I, like, hold it down? Like, lean out of my chair. [02:05:24] Speaker B: As you hold it all the way down, it gets heavier in your hand, and you look down, and it's a little darker, and it's a little sootier. [02:05:34] Speaker E: Yeah. I say raise us up. Right. Let's. [02:05:37] Speaker D: So that's why no one ever noticed it on the ground, because it's too heavy. Let me. Okay, everyone, hold on. We will go to the. [02:05:48] Speaker C: We're all. [02:05:49] Speaker D: That's not how weight works. [02:05:52] Speaker B: Genevieve just totally missing the point of what everyone learns. [02:05:59] Speaker D: This is why she's not the illusion school. [02:06:06] Speaker A: I am in transmutation. This is very important. [02:06:10] Speaker D: Wait. You should know how weight works. Anyways, I will slowly raise this to the highest this table goes. [02:06:19] Speaker B: You take the dial, and you rotate it. It's not a whole lot higher. You get another 10ft. But as you raise it, raise it up. You all watch. Blue's holding it in his hand as the table goes up, up, up, up, up. You watch it become a brighter and brighter metal, like, not creating its own light, but reflecting more. You watch its surface get sort of polished, and it's still sooty in his hand where he was holding it. But the metal fragment, a little slag, seems to quit. Like, it's. It's like. It's hard to tell exactly where, but at some point, you notice there's no more dust on its surface. And by the time you get all the way to 20ft up, which I guess that was only another five feet, we'll say you guys were at 10. By the time you get to 20, and the table kind of locks in place and doesn't go any further. [02:07:01] Speaker E: It. [02:07:03] Speaker B: That's a different piece of metal on his hand. It's like a different metal and it's like kind of halfway in between what it was and something different blue. You can feel it in your hand. Okay. It's significantly lighter now than it was. [02:07:21] Speaker D: Martin, can illusion change the felt weight of something or do we think it's happening? [02:07:29] Speaker A: Transmutation could. [02:07:31] Speaker D: I mean, transmutation. [02:07:34] Speaker E: I toss it around so that everyone else can feel it again. I say, look, it's lighter now. It feels. [02:07:39] Speaker A: I want to. I want to maybe just pass it. [02:07:43] Speaker C: Don't toss it. [02:07:47] Speaker D: I blew my hand. I was about to throw it. [02:07:50] Speaker A: Genevieve. Genevieve tries to. Tries to do minor alchemy on it and sees if she can turn it into a different substance. She tries to turn it into like wood or something cool. [02:08:06] Speaker D: And sees. [02:08:07] Speaker B: Are you familiar with the spell minor alchemy? [02:08:11] Speaker C: No. [02:08:11] Speaker A: It's for transmission transmutation students. It's a second level. You can temporarily alter the physical properties of a non magical object, which she doesn't know if it's magical or not. [02:08:23] Speaker B: Sure, sure. That's sick. What. What source does this come from? I'm just excited because I've literally never heard the spell. And it's really cool when I get to find a new spell. [02:08:31] Speaker A: It's from the player's Handbook. [02:08:34] Speaker D: Like, it's what? I don't think it's spelled. It's a feature. [02:08:37] Speaker A: Yeah, it's a feature. [02:08:38] Speaker D: Second level, when I selected, I was. [02:08:41] Speaker B: Like, what is this spell? Yeah, yeah, yeah. [02:08:46] Speaker A: I perform. [02:08:46] Speaker B: Okay. [02:08:48] Speaker A: Do you want me to read it. [02:08:49] Speaker E: To you or you? [02:08:51] Speaker B: Yeah, yeah, go ahead. [02:08:52] Speaker A: Okay. You can temporarily alter the physical properties of one non magical object, changing it from one substance into another. You perform a special out chemical procedure on one object composed entirely of wood stone. Not a gemstone, but it could be iron, copper, silver. Transforming it into any different one of those materials. For each 10 minutes you spend performing the procedure, you can transform up to one cubic foot of material after an hour, or until you lose concentration. As it's. As you are concentrating on a spell, the material reverts back to its original substance. So I tried to attempt to do that. [02:09:32] Speaker B: Describe to me what that looks like for your character. [02:09:35] Speaker A: So she has her wand, her little steel wand with the rhinestone or gemstones in it, and she like takes it out of her bun and like her hair just falls down. And she, like, she just kind of taps it. She's, like, holding it, and she taps it with the wand and she mutters some stuff. Like she's flipped through her spell book and, like, some pages fell again, and she's, like, muttering some stuff, and red and gold magic kind of come out of her wand and kind of like. Like smokily encircle the little fragment thing to try. To Try to do something to it. [02:10:18] Speaker B: As you left Genevieve. As you left. Rage. Sorry. Listening. I heard Jackie say something different. As you leverage what you've learned about your school to this point, and there's this really exciting moment too, where you're like, yeah, yeah. [02:10:34] Speaker D: Genevieve thinks she's gonna do something. [02:10:36] Speaker B: Yeah, yeah, yeah, well. And it's like, oh, shoot, I'm being a transmuter right now. There's even this little moment where, like, as. As other tables are kind of floating near you, all up toward the top, and people are walking by the mezzanine. A couple of people. People look at what you're doing. Magic happens here often, but it's always interesting. And so you get a couple glances as you're holding something in your hand and transmuting. And you see a couple of students, you know, who are also in the transmuting school. Like, kind of like look and nod and smile. One skilled student even, like, kind of raises his brows. [02:11:01] Speaker D: Yeah. [02:11:02] Speaker A: And I kind of. [02:11:05] Speaker B: What do you try to transmute it into? [02:11:08] Speaker A: I try to transmute it into, like, to me, what would look the most different? So, like a piece of. [02:11:15] Speaker E: Of wood. [02:11:16] Speaker A: Like, I want it to just look like a shard of wood is what I tried. [02:11:19] Speaker B: As you endow your magics over, takes no effect. And as. As a skilled transmuter, you put together that this object is absolutely magical. [02:11:28] Speaker A: Okay, guys, it is magical because I cannot transmute it. And she hands it to. She hands it. She just sets it on the. [02:11:37] Speaker B: And you all watch as. You all watch as your intermediate level studies friend who's been at the school for five years, identifies that it's not magical. After you guys were lifting it up and down in the air, and it was changing density, color, texture, and substance, she goes, it's magical that. [02:11:54] Speaker A: That Genevieve is actually pretty smart. [02:11:58] Speaker D: It's just. [02:11:58] Speaker A: She doesn't ever act like it. She doesn't know. [02:12:02] Speaker D: She hasn't. [02:12:04] Speaker B: You know, Jackie, let's not get stuck in numbers. Let's let the role play speak for itself. [02:12:10] Speaker E: You know, Jackie, pretty soon, also 12. [02:12:14] Speaker A: That's the thing. She's very overly confident in her abilities. And doesn't listen very well. [02:12:21] Speaker E: I say, do you. Do you want me to try to identify it? [02:12:26] Speaker C: That'd be a great idea. Blue. [02:12:27] Speaker A: We. [02:12:28] Speaker D: Yes. [02:12:29] Speaker E: Okay. Okay. [02:12:30] Speaker B: Okay. [02:12:30] Speaker E: Okay. [02:12:32] Speaker B: So blue begins a little bit of sass. When Martin said that. [02:12:37] Speaker E: Blue takes it very gingerly. [02:12:40] Speaker B: What does identify look like for you, Blue? [02:12:43] Speaker E: I've never played a. A wizard, so this is a completely different. [02:12:47] Speaker B: Well, you have cast identify. [02:12:48] Speaker E: That's true. I have. What as a wizard? [02:12:52] Speaker B: What? No. [02:12:53] Speaker D: What's a wizard? No, but stop. [02:12:56] Speaker B: You're hairy. [02:12:59] Speaker E: So I didn't like, have never described the spell casting of a wizard, but. [02:13:06] Speaker A: What'S your spell casting focus? I'm so sorry to interrupt. I was just curious. A wound. [02:13:17] Speaker E: Did you say a worm? [02:13:19] Speaker A: I said, oh my God. [02:13:23] Speaker C: Of course. [02:13:24] Speaker B: Blue as a word. It's a lollipop. [02:13:30] Speaker E: Blue pulls out like a kind of a, like a tattered like, like think of like a, like a. Those five star notebooks that you just get at Walmart and you like just a three ring or just a two. A spiral. Yep, yep. Like that. Exactly like that. And it's covered in like all kinds of like again, like stickers, like for famous adventures probably, obviously, like homemade little stickers and. [02:14:04] Speaker B: Decorations. [02:14:07] Speaker E: It's decorated. [02:14:09] Speaker A: We can do magic. [02:14:11] Speaker B: Come on. Come on. [02:14:14] Speaker D: And then I take out my iPhone. [02:14:15] Speaker E: 60 little and like doodles. He's doodled lots of colorful little doodles to look like the kind of the patches that he's got on his robes. And he just holds it and like, like starts muttering like constantly like going back and forth between the object in his book. Not super smooth, not super confident, but like extremely focused. And like it happens like pretty, pretty quickly. And it seems like it was done like mostly right. Like he's very, very careful and meticulous about it. And you cast identify. [02:14:59] Speaker B: Phenomenal. As you cast identify Bluey, you learn the first of all. The spell goes through and there's this exciting little moment where it's like, I mean, you know this spell and you've achieved it a couple times in your divination class. In standards and manners of knowing the intermediate class for divination, you all had a day where you spent a month and a half learning identify and you practiced it on a magical item. And there were like two or three magical items in the classroom and people each had to correctly identify and it was part of the, part of the difficulty, a couple common magic items and you got it right there. You know, you have the spell, but you've come, you've tried it a couple times in the real world, since it hasn't gone so hot. And in this moment, it works. And there's this. There's this little sense of like victory and triumph. And as you connect with it, you are supplied no name, no name for the item. Sort of communicating to you that this is not an item someone has intentionally created. This isn't a thing someone has made to have. This is something that exists and is entirely unnamed. But what you do divinate from it are some of its qualities. You learn that its distance from the depths of the Earth determine its properties. And so the literal distance that it is away from the depths of the Earth, from the depths of Yalabran. I mean, you guys wouldn't have a concept for the center of Yalabran or the force of gravity necessarily. I mean, you know, I guess you could call it gravity and know that it pulls things down, but that'd probably be about it at this point in history. The distance it has away from that pull from that point changes what it's made of. And that it will change every physical property it can have as a metal based on that distance. But it always remains a metal. Yeah, yeah, that's. That's what you gain from your identify spell. [02:17:19] Speaker D: I can't believe you have a fusion react. Oh, no, it's radioactive. It is actively, as we are raising, undergoing alpha. [02:17:28] Speaker B: None of you know any of these terms. [02:17:33] Speaker D: We're getting cancer. [02:17:37] Speaker B: Man. This thing would be impossible to carbon date. You'd be like, I don't know. [02:17:41] Speaker D: Well, it's different ages based on the. [02:17:43] Speaker B: Height I holded it. Right, But I'm saying radio you like, Point being, you couldn't isotope date it at any height because it would alter its age. The nerds are here, continuing. [02:17:55] Speaker A: I feel like also maybe it could. [02:17:56] Speaker B: Be carbon at a certain height. [02:17:57] Speaker D: Can I actually, I don't even ask. I like. You see my mage hand appear and come over and be like. [02:18:08] Speaker B: Do a little grabby motion. [02:18:10] Speaker E: I passed it to the mage hand. [02:18:13] Speaker D: And I lift about 30ft. [02:18:16] Speaker C: Ah. [02:18:17] Speaker B: And as you manage to raise even higher, well, now you're starting to command some attention. And people from like all around the cafeteria starting to watch whatever's going on. I mean, it's not like every student in the school is watching magic happens around here. But like, you're gaining a lot of interest. A couple of other intermediate students are like, leaning over the railing at the third floor, just carefully watching. And you watch as a number of people notice that like, this small piece of metal is shifting, shifting. And then at some point it gets really bright and reflective and you all realize, oh, up at 30ft, you made gold. And there's a number of interested faces and people cock heads. And people like 30 or 40 people from all around the room start looking and pointing and whispering. And someone shouts something to you you can't quite hear. Other people start like patting people on the shoulder and getting them to look. You're making a bit of a spectacle. [02:19:09] Speaker A: It could turn platinum if we get it to higher. [02:19:12] Speaker E: I turned up and I say, bring it down. Bring it down, Quinn. Well, I. I can. [02:19:21] Speaker B: And Quinn says exactly that. [02:19:24] Speaker C: I can. [02:19:27] Speaker D: But I will bring it back down. [02:19:30] Speaker B: As it lowers, it glistens. I mean, it's not some massive object. People at a certain distance, it's even hard to see what the rage hand is holding. But as it lowers, a handful of people kind of cock their eye and twist their head and start studying how it starts changing the way it's reflecting light as it's coming down. And as it comes all the way down to your head, all the way down to you. The majority of people who've watched were like, kind of interested, talking about it, moving on. But five or six people from around the room, like, get an interested look and start staring. Could you? I could. Everybody make me a perception check. [02:20:06] Speaker A: Yeah. I elbow Marty and I'm like, our. Our reputation as the miscreant mages persists. [02:20:18] Speaker D: Quinn is the type of person who she did not notice she was was making a special. [02:20:24] Speaker B: Absolutely. [02:20:26] Speaker E: What is this check? [02:20:28] Speaker D: Twin doesn't know perception. Anything that happens outside of her friend group. [02:20:32] Speaker B: That is absolutely, absolutely, fully buying it. [02:20:37] Speaker A: I got a 24. [02:20:39] Speaker D: 19. [02:20:40] Speaker E: Also look and see if I also look and see who, like, is there anyone? What's. Who are the people that are staring at us? Is it. [02:20:48] Speaker B: So you got a 24 intermediate and then Quinn got a 19. What did Martin get? [02:20:57] Speaker C: 15. [02:20:58] Speaker B: 15. And Blue got a what? [02:21:02] Speaker E: 13. [02:21:04] Speaker B: Y' all are either shouted out or rolling high. Let's go, team. There's plenty to see. Plenty of people looking around. Quinn, you and Genevieve both notice. I mean, a lot of people are looking all around, but someone all the way up at the skilled student level, they're pretty far away. You can't see them in a whole lot of detail. Someone with light skin coloration and light hair leaning over kind of stops. Stops. Stone cold stares are really hard. Like, pass a friend on the shoulder. That friend turns and looks and they both like kind of look at you all for a second, exchange some speech. The other person they tap is like a little Greenish, but they're pretty far away. You can't make them out in a ton of detail from this distance. They both talk, and they both kind of like really quickly turn away and immediately turn into one of the rooms on that level. And what you could see at this distance very clearly was their royal blue cloaks and the dark, the burgundy red on them. Those definitely two skilled students who, like, turned, saw something, said to each other, and turned back in the room. [02:22:11] Speaker A: Can I do a history check to see if I've ever interacted? [02:22:15] Speaker B: I don't think this is gonna be a history check. I think this is gonna be a more question of chance. So I'd like you to roll me a D100. And you need to get your level or lower to know them. [02:22:24] Speaker A: D1 hundreds and me don't go well together as of late. [02:22:29] Speaker D: Or it takes dividing evidence to meet upper students. [02:22:36] Speaker B: This is harder than dividing red. You have to get 4 lower. This is impossible. [02:22:40] Speaker A: Wait, you said water. [02:22:41] Speaker D: Lower level. [02:22:43] Speaker B: You know what? [02:22:43] Speaker A: I'll tell you. [02:22:44] Speaker C: I'll take. [02:22:44] Speaker E: I'll take. [02:22:45] Speaker B: Okay, I'll take double your level or lower. So eight. [02:22:48] Speaker A: Okay, well, so eight or low. [02:22:51] Speaker C: Oh, oh. [02:22:52] Speaker A: I was thinking my normal level. [02:22:54] Speaker B: Jackie's over here having rolled a 64, going like, okay, but. Well, so is it eight or nine? And how does this. [02:23:02] Speaker A: I rolled a 17, which is crazy because I rolled an 18 on my 10. Teleport rolled the other day, which is weird that they're right by each other. [02:23:09] Speaker B: But 17, you didn't know him. But then again, I mean, there's a lot of students in the school. A couple hundred. And a lot of the higher level students don't interact with a lot of the lower level students. So you don't share any classes with these individuals. You didn't know them. [02:23:25] Speaker A: Guys, I think you and Quinn follow those. Quinn, I think we should go follow those two. They seemed very interesting. [02:23:32] Speaker B: Genevieve says on a floating table 20ft off the ground, 20ft away from the floor of the center of the common space of the quorum, which is itself the first level of an eighth floor building. Looking up at a fourth floor at something that happened on the fourth floor of the building, 200ft that way, where people immediately turn and walked into a room. I'm not saying it can't happen. I'm contextualizing the space. [02:23:52] Speaker A: Wait, so how far away is it? [02:23:57] Speaker B: How far away from where you are now? [02:23:59] Speaker E: Yeah. [02:24:02] Speaker B: Maybe do math. [02:24:03] Speaker A: Okay, yeah, I'm gonna make you do math. You make us do math. [02:24:06] Speaker B: It's probably like a Hundred and. [02:24:12] Speaker C: Fifteen. [02:24:12] Speaker B: One hundred twenty feet away from where you are now. [02:24:15] Speaker D: I could teleport myself to up to the fourth level, but still gotta run the whole way around. [02:24:21] Speaker B: Wait, how are you. [02:24:22] Speaker D: I have missy step. [02:24:25] Speaker A: I do too. That's what I was looking at. That's what I was trying to figure out. If I could misty step myself multiple times over there. [02:24:32] Speaker D: But no, it'd be one missy step. And running. [02:24:36] Speaker A: It. [02:24:40] Speaker B: I cast the eighth level spell. Continuous misty step. [02:24:45] Speaker D: But we cannot bring everyone else and. Okay, hear me out. [02:24:52] Speaker A: Well, how long the little temple hands. [02:24:56] Speaker D: I don't want to fight. [02:24:59] Speaker A: I don't think we are going to fight them. I just want to know what they're. [02:25:02] Speaker B: You all are aware there are rules for the school. And I can figure those out and give them to you later. But one of the rules for the school is that you are not allowed to fight other students. [02:25:15] Speaker A: Wow, I never would have thought about that rule. [02:25:18] Speaker B: Well, you think you know, and then it was just suggested, so I thought I'd clarify. And you are also aware that I was saying. [02:25:28] Speaker D: What plan do you have? [02:25:30] Speaker B: It's a referral for fighting. It's suspension for fighting with magic. [02:25:36] Speaker A: Guys, I do not think we should fight them. But I do think we should go see what they know about this thing. [02:25:40] Speaker C: Okay. Well, I mean, I feel like it's gonna be very hard to figure out who in the world those people are gave us. [02:25:50] Speaker E: What if they just try and take it away? [02:25:53] Speaker A: I saw what room they went in. [02:25:56] Speaker B: Oh, man. [02:25:57] Speaker A: I saw what room they went in. So if we go find them, they. [02:26:01] Speaker E: Might try and take our. Our thing away. [02:26:03] Speaker A: Well, we hide it. [02:26:04] Speaker D: We don't want it. [02:26:05] Speaker A: Hold it out. Or we give them something that looks like it. No one wants to go See. [02:26:17] Speaker C: We don't have to invite anyone into this thing, right? Like, we don't have to. [02:26:20] Speaker A: But they obviously say something. [02:26:23] Speaker E: I look at Martin and I say. Yeah, and if I think they just. [02:26:25] Speaker B: Looked at you, it sounded like if. [02:26:27] Speaker E: No one else is gonna. I mean, this looks like something that could be good for our project. [02:26:32] Speaker D: I guess we should at least go see if they know. We could just let this go. Knock on that door. How about this? [02:26:38] Speaker A: Queen and I will go see what they want. You guys hold on to this liver so that they cannot take it from us. [02:26:46] Speaker E: Okay. I mean, I'm gonna. [02:26:48] Speaker A: And we'll report back with what they say. We're just gonna ask nicely if they know anything about it. [02:26:53] Speaker E: I feel like that's a bad idea. [02:26:55] Speaker A: We can be nice. [02:26:57] Speaker D: Wait, were they. [02:26:58] Speaker A: Wait who were the Zach DMs? Were these students. Were these students guys or girls? [02:27:07] Speaker B: You couldn't quite tell. [02:27:08] Speaker A: I couldn't tell. [02:27:11] Speaker D: It was a blonde and a half Orc. [02:27:13] Speaker A: Well, you know what? [02:27:14] Speaker B: We could tell. You could tell someone was a little green and someone was a little light in color. [02:27:18] Speaker A: That's what you saw, Quinn, we could flirt a little. We can do that, right? [02:27:24] Speaker D: What? [02:27:25] Speaker B: Flirt? Absolutely. Something a 14 year old would say. Yeah, us. [02:27:29] Speaker A: We could learn a little, and then. [02:27:31] Speaker E: They would give us the information. Okay, no, no. [02:27:33] Speaker A: I have done this a few times. [02:27:35] Speaker C: She tried this last time. [02:27:37] Speaker A: It doesn't necessarily work, but this time it's May. [02:27:43] Speaker C: For the session. [02:27:44] Speaker D: Okay, so you need to book out. [02:27:46] Speaker E: And he's taking notes on the. On the. On this thing. He's like, right. It's beginning. Paper. [02:27:53] Speaker D: Wait, wait. [02:27:54] Speaker B: One of my books had blue. As you see your. As you see your project melting before your eyes, you're rapidly trying to take down observations and notes. [02:28:03] Speaker A: Genevieve starts prestidigitating her hair to make it, like, less messy and, like, cloaks. [02:28:09] Speaker D: Like. [02:28:12] Speaker A: She'S like. How do I look? [02:28:16] Speaker D: You look pretty. [02:28:18] Speaker E: Take your. [02:28:18] Speaker A: Quinn, are we going to do this? [02:28:25] Speaker D: Are you okay? [02:28:26] Speaker A: Is this okay? Martin? Are you going to be mad if I do this? [02:28:31] Speaker C: I will never be mad at you, Jin. We've survived death. It's fine. Just go have fun. [02:28:36] Speaker D: Okay, but if. [02:28:38] Speaker C: Just don't ever mention my name. [02:28:40] Speaker A: I won't. I won't mention anything. I'm just gonna ask why they were looking at us funny. But not in that tone. Not in that tone. [02:28:50] Speaker B: Okay. [02:28:52] Speaker A: Take us down. [02:28:56] Speaker B: Wait, hold on. Are you. Are you all. Are you all conjuring yourselves or are you just lowering the table and taking the stairs? Both of which are definitely a possibility. [02:29:02] Speaker A: I figured we just lower ourselves and take the stairs. [02:29:06] Speaker B: Okay. We'll go off of what people said. We'll go off of what people said. Okay, so Quinn casts misty step and disappear. Appears and just goes and appears on the fourth floor. And. [02:29:24] Speaker A: And so if I see her do that, I'm gonna go. [02:29:27] Speaker B: Genevieve is just turning the dial and lowering the table down to the room. [02:29:31] Speaker D: No. [02:29:31] Speaker A: I would say as she does that, halfway through, I go, oh, this is going to take forever. And she also casts Mrs. And you. [02:29:37] Speaker B: Sit there and have to turn the dial, and it comes back up. And then you cast missy stuff. And then he goes. And as you all do. Oh, that was fun. You know, that's a spell you guys haven't known for very long. So it's like, oh, you feel Exhilarating, exciting, as you guys both appear up. [02:29:50] Speaker A: There. [02:29:52] Speaker B: The same GC from earlier. The same. The same. Go to court manager. Remember Kendrick? He's on the other side now. He's, like, on the opposite side of the building for you on the same floor. And he looks at you guys, and he goes. [02:30:06] Speaker A: I say, hello, Kendrick. Hello. [02:30:09] Speaker B: He, like, cups his hands around him. He shouts, and he goes, you guys know you're not supposed to conjure between the levels. [02:30:15] Speaker A: Sorry, is that you, Genevieve? [02:30:16] Speaker B: And he starts, like, walking around the way toward you guys. He's like. He's walking. He's walking around the way in your direction. [02:30:24] Speaker A: I just go to wherever the door was. I turn away from him. [02:30:27] Speaker B: And so as he starts walking around this way, you guys start walking around the other way, and you guys hear him shout from around from there on the other side. No, don't. So now he's walking after. So now he's walking after you guys, and you're like, oh, this. You guys might get a demerit here. So now you're walking the opposite way from him, and as you guys are going around the opposite side of the room, you're. You're. You're making your way toward the door that the two people went into. As this is happening with Jen and Quinn. Martin and Jen and Quinn. Are you guys up to anything? [02:31:00] Speaker E: So the thing is melted. [02:31:05] Speaker B: No, no, I'm sorry. I was talking about, like. No, no. I was saying it was a metaphor. It was a met. Like, I was saying, like, you were. You were, like, desperately taking notes on your project because you were like, whoa, I found this thing that totally solves my problems. And then immediately, Jen was like, let's go see if somebody else knows something about it, and we'll take it. You were like, no, we didn't take it. [02:31:27] Speaker D: We left it with you. [02:31:28] Speaker B: Yeah, yeah. It's still in your hand. [02:31:30] Speaker E: So I'm. I'm just. Well, I'm. I look. I look over at Martin and I say, oh, I mean, do you want to both. We could maybe both do our projects on this. I mean, because we did find it together, and there wasn't anything in the rules about it. I kind of, like, hold out the sphere. It's a sphere, right? [02:31:48] Speaker C: I think. I think you've got it. [02:31:50] Speaker B: No, it's just like a little. Like a little lump. [02:31:52] Speaker E: It's. [02:31:52] Speaker B: There's no clear shape to it. [02:31:54] Speaker C: I feel like Professor Torbin might be thinking we're eating off each other, you know? Although I'm sure we come up with different Things I wanted to risk that. Yeah. [02:32:06] Speaker E: Yeah. [02:32:06] Speaker B: But is okay. [02:32:08] Speaker C: Is your name. Are you named after the color blue or your friend. [02:32:14] Speaker B: Your friend says after having known you for like 10 months, Daniel, that's amazing roleplay, dude. [02:32:22] Speaker E: Yeah. Yeah, I am. [02:32:25] Speaker A: Yeah. [02:32:27] Speaker C: But why did they. Was your. Why. [02:32:34] Speaker B: Danielle? [02:32:38] Speaker E: I have a lot of siblings and they're all named after colors and really? [02:32:46] Speaker B: She pulled an Anna? Yeah. I don't know. [02:32:50] Speaker E: I don't know. I mean, huh. Yellow flares up and down that. Yes. And mom and dad told her, but she won't tell any of us. So I don't really believe her. [02:33:05] Speaker D: Truce is like, oh my goodness, Abby. [02:33:10] Speaker B: I knew you were going to say Chartreuse. I could have bet one of my kidneys. I was sitting here thinking, man, I bet she says chartreuse. And then you did. That's crazy. [02:33:19] Speaker E: Chartreuse. [02:33:20] Speaker C: Wow. [02:33:21] Speaker E: Is really. I mean Chartreuse is the oldest and she is really, really insistent that we don't ask. [02:33:30] Speaker C: Also have colored names. [02:33:33] Speaker E: No, they don't. [02:33:36] Speaker B: The part that really sucks is one of the. One of the kids is just named Heather. [02:33:45] Speaker C: Oh, that's exciting. [02:33:46] Speaker B: Okay, moving on from my joke that didn't go that well. [02:33:49] Speaker C: And I think this is kind of what Martin does with blue is that he's just trying to get him to communicate and talk. Cuz he does not get to talk very often, it seems to Martin. And so he's just like, oh, that's sweet. Asking questions. And then he's also like doing something with like the little game he's trying to make and he's just like, huh, Heck yeah. [02:34:10] Speaker B: Martin, as you're sitting there like drawing out cards and actually asking blue questions for once because that is absolutely how a bunch of 14 year olds interact. There's totally the one person in the group who never gets asked any questions. Up on the fourth floor, Jen and Quinn, you're like moving quickly around the way. You're like kind of like speed walking because you're not supposed to run, but you're speed walking and your robes are in front of your feet and Kedrick is walking around the way behind you all. You can't you turn yourself invisible? [02:34:43] Speaker D: Yeah. [02:34:44] Speaker A: Quinn, want to always do this? [02:34:47] Speaker C: What is that? [02:34:47] Speaker B: What does that spell casting look like for you, Quinn? [02:34:51] Speaker D: I. I don't have a focus. I, I use the components. [02:34:58] Speaker B: Oh, I love that. I love that. [02:35:00] Speaker D: And so visibility has verbal, somatic and material and the mat. The material is an eyelash encased in gum Arabic. So I pick up like a little, a weird little ball out of my. Out of my component pouch. And I go, I don't know. [02:35:31] Speaker B: You just. And you disappear. And Jen. Ah, dang it. And it's around this time as Quinn disappears, but you can still kind of hear her walking next to you. You make it over to the large wooden door and it's ornately carved on the front. It has the crest of the Vashtan Institute, which all, I mean, you guys have seen many, many, many times. All of your doors to your rooms have it. The crest says everyone has to learn this in their initial studies. It has written in elder common. The crest. Crest looks like it has, you know, like the shape of kind of a shield. And then in the center is a relief of a small hand upward tilted with an open palm with a little flame in the middle. So it's like an upward hand with an open palm and a little flame in the middle is in the center of the shield. And then in a banner above and below it, it says, and I will spell this for you. He Isfenheti Tathmedon. And I'll tell you what, I'll do you one better. I'll type it in the chat in a second. But it translates to preservation, innovation, scholarship, in that order. So the hethreneti is preservation, the isfen ETI is innovation, and Tathmedon is scholarship. And I will type that out for you in a second. And you know that that little. That is the crest of your pool. So that is on the wooden door and that's what's emblazoned there as you guys arrive to it. Just still. And also a number of people are watching you all now. You all have. You all have done some sort of a display with a magical object that was changing color in the commons, then conjured yourselves up to a different level, which you're not supposed to do. And now a GC is following you all. And again, it's not like pandemonium. The whole school's not watching you. Plenty of people are like, so far so institute and like doing their thing, but a bunch of other people, especially a bunch of like initial students on like the lower floors are like watching now as you guys are making a bit of a scene. [02:37:49] Speaker A: So from what I remember, Kedrick is the one that always got us. [02:37:56] Speaker C: He's. [02:37:56] Speaker B: He's an Earth Genasi GC in charge of who works. Who works the skills level and the intermediate level. [02:38:03] Speaker A: But he's the one that has had. [02:38:04] Speaker B: To manage you in the future. Yeah, he's had to manage you in the future. Yes. [02:38:09] Speaker A: You mean in the past? I don't know. [02:38:16] Speaker B: He'll be your manager someday. [02:38:19] Speaker A: Okay, so do I know what this door, like, have I ever been in this door? Do I know what. [02:38:24] Speaker B: That's a door. [02:38:24] Speaker A: Is it a classroom? [02:38:25] Speaker B: It goes to a room. [02:38:27] Speaker D: I know, but. Oh, the fourth floor. It's a dorm. It's probably the bedroom. [02:38:31] Speaker A: Okay. [02:38:32] Speaker B: Yeah, it's probably the room. [02:38:34] Speaker A: I knock on the door politely. [02:38:37] Speaker B: There's a. [02:38:39] Speaker D: You don't see me give you a thumbs up. [02:38:43] Speaker C: There you go. [02:38:44] Speaker B: Knock on the door, and no response. Kendrick is closing, and he's got, like, a really angry walk, and he's, like, lifting his arms a whole lot. [02:38:54] Speaker A: I, I, I try to open the door. [02:38:57] Speaker B: You try the handle? [02:38:58] Speaker A: Yeah, I try. I just, I don't go in. I just try the handle. [02:39:03] Speaker B: It phenomenal. Phenomenal. [02:39:05] Speaker A: Phenomenal. [02:39:05] Speaker C: Phenomenal. [02:39:05] Speaker A: Phenomenal. Phenomenal. [02:39:06] Speaker B: Odds are evil. Odds are even. [02:39:08] Speaker A: Odds. [02:39:11] Speaker B: 13. [02:39:12] Speaker E: Have the music changed? [02:39:15] Speaker B: Yeah, it's been changed for a second. You. You click the door, it opens, and it, you push it in a little bit. Kedric is. You hear a voice from inside say, what? And then Kendrick is, like, stomping after you, going, hen aviv undar. No, wait, what? His voice is like this Hanavivandar. I swear, it's always something with you. And he's just, like, stomping after you. [02:39:39] Speaker A: So sorry, Kendrick. Hello there. Is there anyone in here? [02:39:43] Speaker B: He's maybe like, 30 or 40, 40ft from you. You know, a demerit is definitely incoming. And you hear a voice, like, you hear a voice, like, from inside respond. You hear the sound of somebody, like, shifting off of, like, blankets and coming and walking toward the door, presumably to close it. And you hear someone say, I don't know how you think you are, but you're not coming in our room and just walking forward. [02:40:05] Speaker A: No, I'm so sorry. I'm not trying to come into your room. I just, I knocked and no one answered, so I'm just. [02:40:11] Speaker B: It's about this time that the door it's about this time that the door goes and closes. Oh, what was that? [02:40:18] Speaker D: Did I, Did I have time to slip in? [02:40:22] Speaker B: Give me hell. [02:40:23] Speaker C: Yeah. [02:40:24] Speaker A: I open it enough for her to. [02:40:26] Speaker B: Give me a Dex saving throw. [02:40:29] Speaker C: Quinn. [02:40:30] Speaker B: Oh, this is what saved by the spell is about, right here. [02:40:39] Speaker E: That's crazy dirty 20. [02:40:43] Speaker C: Oh. [02:40:46] Speaker B: Oh, guys, we got ourselves. [02:40:48] Speaker A: Do you whisper anything to me, or do you just not? [02:40:51] Speaker B: Oh, Jackie, I don't think we're gonna retroactively suggest an action that wasn't specified. And so, Quinn, as you quickly sidestep it. And I'm. When I say slip, I mean slip. You have this much space, and you got to go sideways, and you. And as you pass in the door, you watch as someone walks into. I'll describe everything in detail for you in a second, Quinn. Someone walks through the door and slams it shut with an arm, angrily. And as it slams forward in your face, almost hitting you, Genevieve. The door closes in front of you, and it's at about this time that Kendrick stomps up, and he, like, I. [02:41:24] Speaker A: Turn on my heel. [02:41:27] Speaker B: He takes you by the shoulder for a second with his hand on the cloak and then drops it because he's not supposed to put hands on you, but he's just so angry for a second, he drops his hand and he goes. [02:41:36] Speaker A: I. Wait, listen. [02:41:38] Speaker B: I am literally so sorry. We could have just gone about our diet. [02:41:41] Speaker A: I'm sorry. No, wait, listen, listen. [02:41:43] Speaker B: Do you realize you're already at two demerits for this semester, and we've been back at school for two weeks? [02:41:51] Speaker A: Cedric, I. Please, please listen. [02:41:55] Speaker B: Three more. Demetrius, no. [02:41:58] Speaker A: Please don't. What can I. [02:42:02] Speaker D: We. [02:42:02] Speaker E: What? [02:42:03] Speaker B: I like how as Jackie's getting panicked, she's reverting back to the row. [02:42:11] Speaker A: Okay, Kedrick, listen. Okay. What can we do to work out for me not to get to the marriage? You see, my friends, you can stop breaking rules. I. I didn't think about it. We found a weird thing, and those people. Those people, they had lost it, and I just wanted. I just wanted to get it back to them. [02:42:38] Speaker B: Okay, well, I'll tell you what. Here's a wild fortune. The next time, why don't you lower the table, walk up the stairs, and go to the door. [02:42:46] Speaker A: But that takes so long. Kendrick, what is the point of having magic if we cannot use it? [02:42:54] Speaker B: Genevieve, give me. Give me a persuasion check. At disadvantage. [02:42:58] Speaker A: Okay. I'm also batting my eyelashes at him. [02:43:02] Speaker B: Great. [02:43:03] Speaker A: Persuasion, right? [02:43:05] Speaker C: I'm so pretty, aren't I? [02:43:07] Speaker A: Did you. You said persuasion? [02:43:09] Speaker B: Yeah. [02:43:10] Speaker E: Okay. [02:43:11] Speaker A: At disadvantage. Okay, well, I. Okay. [02:43:15] Speaker E: That. [02:43:15] Speaker B: You know. Hold on, hold on, hold on. Don't tell me. Don't, don't, don't. Don't tell me. [02:43:18] Speaker A: Okay, okay. [02:43:21] Speaker B: He is only a couple years older than you, and you did put on some makeup and do your hair. He's not immune, so you're still rolling a disadvantage. Okay, but roll a D4. It's like you've given yourself a little guidance here. Yeah, I'm an insane accent. [02:43:39] Speaker D: It's not. [02:43:40] Speaker B: It's not. Not a factor. [02:43:42] Speaker D: Yeah. [02:43:43] Speaker B: This is a very imperfect system. They have at the school. [02:43:45] Speaker A: Oh, I rolled the four. Okay. On the D4. [02:43:49] Speaker C: Oh, yeah. [02:43:50] Speaker A: Okay. [02:43:50] Speaker D: Oh. [02:43:53] Speaker A: SN11 with the. [02:43:58] Speaker C: That's funny. That's funny. [02:44:01] Speaker A: That's an 11 total. [02:44:03] Speaker B: He. He gets, like, a trained. A trained gaze on you. And, like, for just a second, you watch him do kind of like a. No. He's like, no, no. It's a demerit. You're getting a demerit. Okay. [02:44:18] Speaker A: Please get Drake. [02:44:20] Speaker B: Oh, please. That changes everything. [02:44:23] Speaker A: Please. [02:44:24] Speaker B: I will give you. You've got two options. You've got two options. [02:44:28] Speaker E: Okay. [02:44:28] Speaker B: Kiss him. [02:44:29] Speaker C: Kiss him. [02:44:29] Speaker B: Here's option one. Here's option one. Genevieve, you can go up to. You can go up to the dean right now, and you can let him know what I'm going to be writing you up for, and you can get demerit there. [02:44:41] Speaker E: Or. [02:44:42] Speaker B: And you can put it in your words. Or two, you can let me write it, and I'm going to put it in my words and I'm going to turn it into him so you get the demerit. [02:44:52] Speaker A: What are your words? [02:44:53] Speaker B: You can either go tell them about it. What do you think my words are going to be, Genevieve? [02:44:58] Speaker A: That a beautiful, blossoming young student used her magic to the best of her abilities. [02:45:07] Speaker B: Don't call. Don't describe yourself with blossoming. [02:45:09] Speaker C: Pick. [02:45:10] Speaker B: You can go up or I can write it. [02:45:13] Speaker A: I will go to the dean myself. [02:45:16] Speaker B: Great. Seventh floor. And he just turns around and walks away. [02:45:26] Speaker D: I just, like, laid it on the door on the other side, like, oof. [02:45:30] Speaker B: I'm coming back to Quinn. But we're actually going to go back to Blue and Martin real quick. Blue and Martin. All this happened. [02:45:37] Speaker D: Sorry, girl. I could not help. It would not help for me to be there. [02:45:42] Speaker B: You were not enraged to hear the conversation? I'm not going to go to the deep. Definitely watched. You definitely watched as Quinn turned invisible. [02:45:50] Speaker C: He. [02:45:51] Speaker B: She disappeared. You definitely watched Genevieve get in trouble? Oh, my goodness. That's like the third time this semester. And they've. They've both, like, that's happened with them. What are you guys up to? [02:46:04] Speaker E: Can we. So we can see that, right? [02:46:07] Speaker D: Yeah. [02:46:07] Speaker B: You saw all that go down a couple up this way. [02:46:11] Speaker E: I, like, see. I see Quinn go invisible and I, like, squint. I'm like, like, see if I can see her. And then I. I, like, like, winced as. As I see Guinevere get in trouble. [02:46:38] Speaker C: Nero. That happens more often than you think, Blue. It's not that she's gonna show. It'll be a roll off the chin. You know. [02:46:47] Speaker E: It just yeah, you say. [02:46:49] Speaker C: So do you think we should go up there, though? I mean. [02:46:55] Speaker E: Sure. Yeah. Oh, well, so should we leave? What should we do with this thing? Just put it in my pocket. [02:47:03] Speaker C: Put it in a pocket that is secure if you're gonna put it in a pocket. [02:47:06] Speaker D: Yeah. [02:47:06] Speaker E: Okay. [02:47:08] Speaker C: Maybe wrap it in the napkin. [02:47:11] Speaker E: Okay. I like. I grab a couple napkins and as delicately and as fully as I can, I wrap it up and I stick it in a pocket. And I like, kind of shift my cloaks so that when we go down as we, like, lower the table, it's not so obvious that I have a heavy thing in my pocket. [02:47:30] Speaker B: Gotcha, gotcha, gotcha. Well, and it's also very, very small. So you lower the table. And as you lower the table, you like, have your hand near it and blue, you feel it start getting heavier again. And then you start feeling it getting lighter again. And now it gets much, much, much lighter. And by the time you get all the way down to the floor, you like kind of peek into your pocket and you look in your hand, and now you're holding something that looks a little bit like tin or aluminum. [02:48:00] Speaker E: Oh. [02:48:01] Speaker B: Which is also not a metal that's particularly worked out at this point in history, but some different grade lighter metal. So it's continuing to change. [02:48:10] Speaker D: I like. [02:48:10] Speaker E: And I'm like walking kind of awkwardly as I peek inside my robe, make a note in my notebook, look up to make sure that I'm following Martin. [02:48:20] Speaker B: Okay, excellent. [02:48:22] Speaker E: And I'm like. So I went down. I got and like muttering under my breath, trying to follow, but also take notes. [02:48:29] Speaker B: Heck, yeah. Absolutely. With that, we'll go back to Quinn. Quinn, you're in someone else's dorm. [02:48:42] Speaker D: Please tell me it's not boys. Please tell me it's not a boys dorm. [02:48:45] Speaker B: On the fourth level in an intermediate. And in the skilled students dorm you stand in, the dorm rooms are all. They're all about like 20 by 20, which at a school, like, that's pretty great. And there are. There are bunk beds on either side. They're. They're bunk beds in like a nice style. Like if bunk beds were in like a rich wood Victorian style. So they look good, but they're definitely bunk beds. And there are two desks at the end of the room laden strewn with papers that are all like, you know, students papers. And there's, There's. You are feeling the really intense. You know what, let's put some tension music on, because this is tens for Quinn. So you are feeling the tension. You're feeling the adrenaline in your veins from I'm locked in a skilled student's dorm. You're also feeling the excitement of a skilled students dorm. And there's like you look over the desk and you're like oh, that's work from a skilled students class. And there's like, there's like this weird like and there are, there's like a bay of windows up at the top from which light is coming in again, an illusion. And on the floor is engraved in the stone floor the crest of the school. And I can't decide if this is a little too intense but I think it's okay, we'll keep it. No, no, no, this is a little too much. I'll switch it back but because it's not quite that intense right now but you know, you don't know until you're feeling it out. So Quinn, as you're there kind of like taking it in, there are a number of like affectations and belongings and some clothes thrown over like a warm leather chair. And there are three people in the room. Two all are clearly older than you, all are teenagers, all are, well you're a teenager. But everyone here looks like between, you know like, like somebody who's, they look kind of junior senior age and that's intimidating. And one is an air Genasi. She has, she's short, she's thickly built, wide hips, narrow shoulders. She's got a very round, pleasant face. She's got like a really, really, really, really light, light blue, like sky blue skin. Her hair is, is a shock of white and it's pretty shortcut. It's like a pixie cut that coiffs up in the front. It's honestly a pretty sick hairstyle. She's wearing the more impressive skilled students robes across from her. Oh and she has on her left ear, she has like a little silvered earring and then another one that's a little smaller and then a third one that's a little smaller and there's a necklace around her neck that goes under her cloak that you can't see across from her sitting on a bunk or sitting on the other bottom bunk is, I mean and you know there's four people to a room. But the other thing you know is that once you get to the skilled student level a lot of the times it's not four people to a room because there aren't that many skilled students at the school. So there's enough bedding for that many people in a room but because there is enough significant attrition from Each level of study. By the time you get to the skilled student level, it's not uncommon to have only two or three people in a room. And by the time you get to the master's student level, the masteries, typically it's only one person per room because there's just fewer and fewer students. And so also for the record, I haven't said this yet this session just as a thing you guys would know. Also, many students just graduate. So you graduate after skilled. When you complete your skilled studies, you can graduate. And so the level, the number of students, the biggest drop off is between Internet intermediate and skilled. But the second biggest drop off is between skilled and masters. And it's because most of the people who make it to skilled make it through skilled. Some don't, but most do. But then half of those people just graduate and leave. And it's only, it's only a portion of those people who then try again to be masters masteries. But the second person in here is the sort of greenish person you must have seen. This is a sleek dragonborn girl. She has her neck, her neck is kind of long. She's leaning into the serpentine side of the Green Dragon lineage. And she has these sleek eyes that are a bright emerald green and this high frill that comes off her head at the front but then gets shorter, kind of like she has a mohawk. She has some gills on the sides too. And she has this like splotchy brownish coloration going down. Her kind of like a green anaconda. And she has these like fin sharp teeth. She's lovely in a very severe way. She's also in those cloaks. And then lastly in the room is a guy who you're not supposed to have boys and girls rooms and girls in boys rooms and GCs do look out for that sort of thing. You're also aware that the rules are more. I mean it's maybe not perfectly just, but you're aware that the rules, rules are more heavily. It's snowing again, baby. The you're also aware that the rules are more heavily enforced on the initial and intermediate study students that like people absolutely enforce the rules with the skills and the masteries. But like at some point they start leaving you a little more to your own if you've been successful. Like, okay, you're kind of like a young adult and so kind of like college. And so the third guy in the room or the third person in the room is a guy, he's a big dude, does not look like he belongs at the school. He Even kind of rings a bell for you, Quinn. Not at all as someone you've, you know, but someone you've noticed before. Just because a lot of different kinds of body types can be nerds. But he's not the typical one. He's like six and a half, half feet tall. His shoulders are like four feet wide. He's huge. And he barely fits in his already massive robes. You get the feeling he's probably been in this room for a while. You get the feeling that he probably gets in and out of this room if he's not supposed to be here through some sort of magic because it'd be a little hard for him to sneak by. And he's a servant dude. So from Humblewood, the sort of like deer looking people, only he looks like a bison. So he has this massive round head of really, really thick, brown curly hair. He has horns that come out of the top of his head and this really long blocked face. I mean, he totally looks like a bison dude. And he has like a really gentle expression. And he's leaned back in that brown leather chair with the clothes all over it, which looks like it's suffering under his weight. And he's leaned with his arms crossed. And these three individuals are in here talking. And you hear the Dragonborn girl say, I'm scandalized. [02:56:00] Speaker D: Why is there a guy in this girl's room? What is happening? They're not supposed to do that. [02:56:07] Speaker B: And your, your heart is just up in your ears. And the doors close behind you and cringed. You like look back at. You're like, like if you open it, they're going to know. And you can hear outside, you can hear through the door, you can hear Kendrick. And you can hear that like Genevieve is getting yelled at. And here's on the other side like. And the dragon born girl leans to the side and she goes, well, this sucks. I thought you lost it like a week ago. And the Genasi girl leans forward and she like rubs. She runs her hands through her hair. She has like a stressed annoyed expression. And she goes, I know, I know. For whatever reason, Loki object doesn't work on these things. And so I've combed up and down for it, but of course some inters found it. So I don't know how I'm gonna get it back. I mean, we have to get it back. And then the really big dude in the chair goes, yeah, I mean we have to. There's. We can't let someone else get this. This has to be ours. And he just like growls. But when he growls. It has this really deep, like, from, like, his bison. Yeah. And there's this terrible moment as the Genasi girl steps up and walks straight at where you are, Quinn, like, straight into you as she's, like, going to the door. You have advantage. And the DC's not too high. You need to beat all their passive perceptions with a stealth check. Right now you have advantage because you're invisible. [02:58:07] Speaker E: Oh, this is so scary. [02:58:12] Speaker D: I actually have the build for this as far as wizards go. [02:58:16] Speaker B: Okay. She says before rolling her dice. [02:58:21] Speaker A: Yeah. [02:58:22] Speaker D: 20. [02:58:23] Speaker B: Phenomenal, Quinn. You just very quietly step to a sign and you, like, go. And you, like, go and stand by the bunk. Oh, you're really close to the bison guy now. And you can hear him now, like, breathing. And you're just like. And that Genasi woman walks up to where you are, and she walks up to the door and she locks it. And. [02:58:50] Speaker A: Oh, no. [02:58:53] Speaker B: She goes and sits down on the bed next to the. Next to the Dragonborn girl. And like, like, not leans into her hard, but, like, kind of leans up next to her. These three are clearly friends. And she goes, I mean, this is our big thing. This is gonna put Tezastavan on the map. I mean, we're gonna. We're gonna mean something here. I can't. Some intro is going to find it, and if they can't identify it, which they're not going to be able to, they're totally going to go take it to somebody. It's going to be their, like, assignment or something. And then the big. The big bison dude goes, you guys think Torberd still does that project? And then she, like, the Genasio and just leans forward, puts her head in her hand. She goes, shut up, Gallo. We have to get that back. This is our whole thing. We've been working on this for, like, two years. And the Dragonborn girl leans forward and goes. I mean, they're inters. How hard could this be? And the. The bison guy, like, gets a kind of disapproving look on his face, scrunches up his nose, and he huffs the like. And like, she jumps a little. And he leans forward. Not, like, intimidating. These three look very comfortable with each other, but he crosses his really big arms and he goes, you know, we were a handful of zinters. I don't think we should underestimate anybody. It's not a good strategy. And also, it's rude Tarth. And she, like, rolls her eyes really hard and she goes, oh, no, tell me how it is, Gal. [03:00:37] Speaker E: Wow. [03:00:39] Speaker B: She waters something under her breath. And he goes, what was that? And she, like, looks at him, and she, like, tilts her head to the side all rudely, and she goes, well, then maybe you should have been a paladin, huh? Why don't you go find a temple? And he, like. He, like, gets a spark. And the Genasi girl. [03:00:56] Speaker D: There's no morals in wizard school, right? [03:00:58] Speaker C: Right. [03:00:59] Speaker B: The Genasi girl, like, laughs into her hands, and you go, such idiots. And she, like, sits up and she goes, I can't. But for real, we need that back. I guess I'll go tonight. And the Dragonborn girl, Tarth, sits up and she goes, I'll go with you. We can both disappear. And the big bison dude, Gallo, goes, yeah, I'm probably not the best for that. And then the Genasi girl again smiles and goes, okay, well, it looks like we gotta do a little theft. This sucks. I do not want a referral. And, like, rolls her eyes. She slips her hand into her pocket, and she pulls, like, a little, like, piece of bread kind of from nowhere and pops it in her mouth and starts chewing on it. And she goes, well, Sorry, I rolled a die off screen and I got a nat20 on something. [03:02:10] Speaker A: Oh, no. [03:02:11] Speaker E: What? On what? On what? [03:02:15] Speaker B: Shoot. She, like, pops it right in her mouth. She goes, well, She kind of stands up off the bed. She looks around, and Galar goes, what? And the Genasi girl starts going, look, we need a plan. And Tarth, like, raise. Raises a hand to her face. Hold it up. I'm gonna sneeze. [03:02:41] Speaker A: It. [03:02:41] Speaker D: Don't feel that bad. [03:02:48] Speaker B: That Dragonborn girl, Tarth, like, raises a hand toward her and goes, shut up, Myrn. I smell somebody. And she's, like, turning her head around the area. Quinn, you can feel your heart going, like, pulsing up in your ears. And apparently Murn, the Genasi girl, leans forward and, like, she, like, looks around the space all of a sudden. And Gallo, like, sits up in the chair and he goes, well, it's not a big room. And Martin looks forward and goes, anybody there? What are you doing? Uh, Quinn. [03:03:39] Speaker D: I think I'm. I'm kind of scooting very slowly back to the door. [03:03:47] Speaker B: Okay. Okay. [03:03:48] Speaker D: And I'm looking at the lock. [03:03:52] Speaker B: It wasn't, like, a key. [03:03:53] Speaker D: It seems like I can just. [03:03:57] Speaker B: It is a key. You know how. That's how this works. All these rooms have keys that the students are given. [03:04:04] Speaker D: You have to key to unlock it from the inside. [03:04:07] Speaker B: It's a key on both sides because you know that now you can turn the handle and it Will open, but you can lock it in or out with the key. And you know that the key is magical, that everybody gets a key that magically matches their own room. So, like, a key fob. [03:04:24] Speaker D: But if I locked in. [03:04:27] Speaker B: Like, the door's locked. If you don't have the key in your hand, you're not gonna get it open. And you know the key is in the pocket of that Genasi girl, Murn. And so you, like, walk up and you're looking at the door, and you can feel the sweat beading on your brow. And, like, there's no response. And Mern goes, hear me out, Tarth. You are stupid. And the Dragonborn girl goes, shut up. I smell someone. And these three are clearly friends and have been for a long time. And Gallo goes, no, I trust her. And he stands up from the chair and he sticks out his arms at about his waist height, and he just starts sweeping them back and forth, very slowly, walking forward across the room. And Murn puts her head in her hand and she goes, oh, you're so stupid. [03:05:15] Speaker E: And. [03:05:17] Speaker B: He'S like. He's not near you yet, but he's, like, walking. He doesn't have the most efficient path of travel in the world, but he's walking around, sweeping his arms back and forth. He's slowly making his way toward you, Quinn, but he's not there yet. And Tarth is. She, like, takes a step forward and she keeps sniffing. [03:05:36] Speaker D: Okay, I'm looking. [03:05:37] Speaker C: Can't tell. [03:05:37] Speaker D: Okay, yeah. Where she has. [03:05:42] Speaker A: I have a question. [03:05:44] Speaker D: It's not like, somewhere that'd be easy to grab, right? Like, it's not sticking out. [03:05:51] Speaker B: She put it in a pocket on her cloak. [03:05:54] Speaker D: If I may, Chand, that will make me appear. I've never pickpocketed before. [03:06:05] Speaker B: You. You appear from invisibility with a maze. [03:06:07] Speaker A: Hand reaching into a pocket. I have a question. [03:06:10] Speaker B: Yes. [03:06:12] Speaker A: Because my good friend and roommate snuck in here, I don't leave the area. I'm just kind of. Kind of pacing in front of their door and kind of just like, looking around, like, trying to be nonchalant, but it's not working well. And at some point, I feel like. Because how long has she been in there? [03:06:36] Speaker B: Well, what do you mean, been in there? She turned invisible and disappeared for a minute minutes ago. That's what you know. [03:06:43] Speaker A: Can I not insight to know where she went? [03:06:47] Speaker B: Plot is a six level spell, and you don't have that. [03:06:51] Speaker A: Well, I know she turned invisible. And I'm like, I'm going. I'm going like, quinn, Quinn. Like, I Feel like I would. [03:06:59] Speaker C: Yeah, yeah. [03:07:00] Speaker B: You have known this person a while now. I'm gonna tell you. I'm gonna tell you. What. Oh, no, no, no. I like it as a strategy check. Better. Yes, yes. I feel that as a strategy check. Give me a strategy check. This is going to be a really high DC. I'm going to make this DC20 because it's to figure out what your friend might have done. [03:07:19] Speaker A: And I'm so sorry, but what is strategy? [03:07:21] Speaker B: It's under intelligence. You don't have to apologize. This isn't on this sheet. It's no big deal. I know it's on rose sheet, but it's not on this one. [03:07:30] Speaker E: Okay. [03:07:32] Speaker B: Daniel's over here painting Minnie's. Like, I'm just a responsible student. I didn't do any of this. What'd you get, Jekyll? [03:07:40] Speaker A: I'm not even kidding. I rolled a 16 and I have a plus four intelligence, so that is a dirty 20. [03:07:55] Speaker B: Genevieve, you're sitting there going, queen, queen. Oh no. Like she totally would have reappeared by now and you just look at the door in horror. [03:08:09] Speaker A: And about how long has it been though? Just so I know. [03:08:12] Speaker B: Four or five minutes. [03:08:14] Speaker A: Okay, so I'm gonna still just be like standing by the door like. [03:08:19] Speaker B: Okay, you're nervously bouldering there. Quinn, what are you doing inside the room? Oh, Daniel, Daniel, I have a moment. [03:08:24] Speaker D: We made it up. The window. The window. [03:08:27] Speaker B: Oh, have you guys gone to. Yeah, yeah, they. I'm so sorry. I'm so sorry I missed that. Yes, you guys. No, no, no. My bad, my bad, my bad. You guys have totally arrived. So blue. And Martin, you guys are also definitely there. [03:08:41] Speaker C: Well, I would have been like, hey, Jen, where's Quinn? O. [03:08:50] Speaker D: Well. [03:08:52] Speaker C: Huh. [03:08:52] Speaker A: I think that she might have gone in there. [03:08:57] Speaker B: Oh, I. I look at the door. [03:08:59] Speaker C: And I'm just like, it's good to be in the screen again. [03:09:03] Speaker A: It has been a few minutes. I also got, you know, well, Kedrick gave me the option to go tell the dean myself. So I mean, like, what if I just do not tell the dean? [03:09:15] Speaker E: You know, I feel like he'll tell the dean now. [03:09:19] Speaker A: I will figure it out later, but I think going in there, can I. [03:09:24] Speaker E: Use one of my features right now, please? I would like to do that, please. [03:09:28] Speaker B: Yeah, you can use features anytime. [03:09:30] Speaker E: I'm going to try to use minor conjuration to make a duplicate of the object and put it in a pocket on the other side of my body. [03:09:43] Speaker B: Okay. [03:09:45] Speaker E: It says that I can make. Its form must be that of a non magical Object that you have seen. Because this object. Can I make a non. Obviously it would be non magical. Can I make a non magical. [03:09:57] Speaker B: You can make a non magical facsimile. So something that looks like it. [03:10:02] Speaker E: Pretty similar to duplicates something that looks. [03:10:04] Speaker B: Like it but does not behave like it. [03:10:08] Speaker E: Okay, well, that sounds great. I would like to do that and put that in my other pocket to. [03:10:15] Speaker D: See what it looks like at this elevation and make it look like what it look like. [03:10:18] Speaker E: Oh, great idea. I do that. I pull it out and I do that really fast. [03:10:22] Speaker B: You pull it out. Oh, it's copper now. And you pull it out and you make a little copper looking lump. That's if it looks like it. The real one back in your pocket, you have the fable. [03:10:32] Speaker E: Yeah. Yeah. Okay. [03:10:36] Speaker C: Well, being the more kind of the group, I'm just gonna be like, well, we need to get Quinn out of there. And I'm just like, I can make a really big sound and I'm just gonna, like, cast minor illusion, which I'm pretty sure with me, I can make it have like a different sound and stuff. And so I'm just gonna make. [03:10:56] Speaker B: You can add sound to an illusion? [03:10:58] Speaker C: Yeah. [03:11:00] Speaker B: Okay. [03:11:01] Speaker C: And so like, like, because minor illusion, you can either do a sound or make it a visual thing. [03:11:08] Speaker B: Right? [03:11:08] Speaker C: And so I can do both. But with that, I think I'm just gonna have been good at, like, I'm just gonna, like, make a door knocker and just like a door knocker sound, just constant. And I'm just gonna be like, okay, they'll have to come eventually. [03:11:23] Speaker B: The door open. [03:11:25] Speaker A: That is very. [03:11:27] Speaker B: Quinn. You're on the other side of the door. Sweat is beating on your forehead. You're being like, I saw her put the. Put the key in the pocket. Gallo, this big dude is like, move. Is walking forward, sweeping his hands back and forth. Tarth has stood up and is starting to smell the space. Oh, she's kind of moving toward. And all of a sudden she turns her head and she goes definitely on this half of the. And Gallo, like, steps in the middle and just makes this really big space that's hard to walk by. And he's slowly moving in your direction, waving his arms. You could slip by him a little bit, but it'd be tight. And Murn is going, okay, kid, I don't know who's in here or maybe somebody else, but it'd be better to just appear. Okay. And it's at about this time that you hear on the door continuously. And Murn goes, what? And both gallow Stops, Tarth stops and Murn stops. And she goes enters and Gallo goes, just ignore it. Or just ignore it. And then like another 15, 20 seconds later, he's like, okay, that's really annoying. And Martin's going to. Reaches over to his hand and he turns a ring on his finger and he just also disappears. Invisible, sneaky, sneaky. Murn walks up to the door, pulls a key out of her pocket and opens up the door. It's open now, Quinn. There's about this much space in between her the door. And there's all three of your friends on the other side. And all three of you guys, you just see an air Genasi skills student in front of youasi. Skills, you guys call them skills and interest and all that. And she goes. Hi. [03:13:26] Speaker A: Hi. So sorry to bother you, my friend. [03:13:32] Speaker C: Talk to you? [03:13:34] Speaker D: I. [03:13:36] Speaker A: Yes, I'm sorry, I think we, you guys looked at us curiously earlier, doing. [03:13:46] Speaker B: Some really interesting magics down there. I don't think I haven't seen them before. [03:13:50] Speaker A: Okay, I'm. I think you were interested in the thing that we found. [03:13:55] Speaker E: Maybe. [03:13:57] Speaker B: You know, I am. It's mah kind and I'd really like to have it back. [03:14:03] Speaker A: Okay. [03:14:05] Speaker B: She looks. Yeah, yeah. Give me an insight check, Martin. [03:14:12] Speaker C: That sounds about right. My Insight is a 10. No, no, no, no. A 12. [03:14:24] Speaker B: She rolled pretty high. Martin, like I'm not telling you how you feel about this moment and maybe you're not intimidated by the level above you at all, but a lot of people are. You know, you're a 14 year old looking up at the equivalent of a 17 year old, right? And she's a level above and she's proved herself and had this success and she looks ticked and her face just looks very blank and serious. And however that's making you feel, you're having a little trouble reading the authenticity of that statement at the moment. Might be she might not, but you're just feeling the pressure of the moment mainly. [03:14:58] Speaker C: Did you make that? [03:15:04] Speaker B: Hi, we haven't met. Are you gonna give it back? [03:15:11] Speaker A: Please, I. [03:15:12] Speaker C: Look. [03:15:15] Speaker B: Give me, give me an acrobatics check. [03:15:23] Speaker D: Okay, so being half elf, you can, you can choose two proficiencies and I chose acrobatics and stealth as my extra non intelligent proficiencies. [03:15:38] Speaker B: Nice, nice, nice, nice. [03:15:41] Speaker D: No, wait, I was, I was too cocky. Where's my DMR? [03:15:49] Speaker B: Andrea. [03:15:54] Speaker E: 10. [03:16:02] Speaker B: I'm never going to get tired of Andrea announcing the successive roles before she's moved the die. So you say whatever that last question was and then Quinn, you slip right by and as you do you totally brush her leg? And she, like, looks down at her leg really quick and looks up at you guys, and she, like. She looks back, and the. The Dragonborn girl also looks at her, and they just exchange some glances. She looks up and she, like, kind of grits her teeth angrily and she. [03:16:33] Speaker D: Goes, what's the Danasi's name again? [03:16:38] Speaker B: You heard? It was Myrn. [03:16:39] Speaker D: Myrn. Okay, I got the other two. [03:16:42] Speaker B: Yeah, Myrn, Tarth and Gallo. So she looks up, Murn looks up, and she goes, you had somebody in our room? [03:16:53] Speaker A: Excuse me? [03:16:54] Speaker C: No, I just came here. [03:16:56] Speaker A: Yeah, we've been knocking on the door. [03:16:59] Speaker B: Allows me to phrase that differently. Your invisible friend was in our room. And, you know, last time I checked, that's against the rules. You could get in some trouble for a thing like that. So I'll tell you what. Let's do this. Give me back my rock and we don't have to talk again. [03:17:22] Speaker D: Give it to them and sprint it down the hallway. After she says that out loud, shouts. [03:17:27] Speaker B: Out loud, give it to an invisible voice goes, give it to him away down the hall. [03:17:34] Speaker C: Yeah, I was like, yeah, I. I'd like to give it back to someone who is theirs. [03:17:40] Speaker A: So, yeah, that was why we were knocking on the door. [03:17:45] Speaker C: A little bit of a jerk. [03:17:48] Speaker B: I'm sorry, what was that? [03:17:51] Speaker A: He said, you're a little bit of a jerk. [03:17:55] Speaker E: Yeah. [03:17:56] Speaker B: She, like, glares her eyes and cocks her head and she goes, give me my rock. Interest. [03:18:02] Speaker E: Okay, I. I look at. I look at. Okay, I look at my friends, kind of like looking for them. Trying to ask them with my eyes. And I look. I look at Martin. He's been people, you guys, they saw me make a duplicate. So I'm like. I look at them like, what you want? [03:18:25] Speaker A: I do you have the. The one in your hand that you made? [03:18:29] Speaker B: I think both are. Both are. Currently, Blue has one in one pocket and one in the other. The real. [03:18:35] Speaker A: Do I remember which one she put in where? [03:18:38] Speaker E: Say I put the real one in my right. Real is right. [03:18:45] Speaker B: Well, yeah, yeah, yeah, yeah. You would have seen. You would have seen surreal and right and fake and left. [03:18:49] Speaker A: Remember, you put it in your. In your. In your pocket, and she points to your. To your left pocket before we came up the stairs. As to not lose the precious weird rock. [03:19:01] Speaker E: Yeah. And I nod and I pull it out and I give it to them. [03:19:05] Speaker B: Okay. [03:19:06] Speaker A: You pull the stone, and then I start running. After she's handed it, you start running. Well, when Blue hands it, I go, you're welcome. [03:19:16] Speaker D: And I Run. [03:19:17] Speaker A: And I run after Quinn. [03:19:18] Speaker B: Okay. And like every innocent person, you run. And so Jen has run away, Quinn has run away Blue. And Martin, you're there. You hand over the rock. She has it in her hand. Blue, I need you to make me a deception check. And she's going to make an investigation check. Now here's the thing. I would say you have advantage because. Because you made. You successfully made a facsimile that looks like hers. I say she has advantage because she knows this thing. So I'll let you pick. Abby. Do you want both of you to roll advantage or both of you to roll a straight roll? [03:19:55] Speaker E: I want both to roll at advantage. I think that's more fun. [03:19:59] Speaker B: Okay, Okay. [03:20:01] Speaker A: I don't wanna. [03:20:03] Speaker D: Okay, it's fine. [03:20:04] Speaker A: I didn't want to leave until she had it in her hand. [03:20:06] Speaker C: But. [03:20:09] Speaker E: Wait. Okay, I'm doing deception. That's a 13. I'm going to use my per diem. Can I use it even though I said it? [03:20:17] Speaker B: Yeah, yeah, yeah, yeah, yeah, yeah. [03:20:18] Speaker E: Okay. [03:20:18] Speaker B: You can use your. [03:20:23] Speaker E: Okay, that makes it a 16. [03:20:26] Speaker B: Great. She got a nat 20. [03:20:30] Speaker E: Oh, man. [03:20:31] Speaker B: Which comes to a total of a 26. And she holds it, she picks it up in her hand, she lifts it two inches and she goes, ugh. [03:20:44] Speaker E: Now. [03:20:45] Speaker B: That'S not my rock. And she just drops it on the ground. Give me my rock, please. [03:20:55] Speaker E: Pick it up. And I hand, I hand it to her and I start to like, you. [03:21:00] Speaker A: Pick up the one that she dropped. [03:21:05] Speaker E: Quietly. And I hope you can see that I'm just like trim. Like I'm just a little bit. [03:21:12] Speaker B: She picks it up. [03:21:13] Speaker E: I start slowly walking away. [03:21:16] Speaker B: She goes, that was so nice of you. And she opens up the door, she stands out. She like walks forward to a side. Her friend Tarth walks to the railing kind of in between you two. And then you all hear a sound. You hear like a. And then appearing in front of you, like six and a half feet tall, is a massive bison dude. So like she stepped to a side. Tarth walked in like in between you two. And then like after a moment and some big steps, a giant bison dude just like appeared out of nowhere and in front of you. And he like leans forward, doubling over. He puts his huge four fingered hands down on his knees and he leans down and his massive face gets in your face. And then he cracks this big sympathetic smile and he goes, look, bud, it's a tough school. [03:22:07] Speaker E: I'm still, I'm like backing away. I'm like walking away slowly. I'm going, I'm like, as you. It's like taking a step and then clown and then like taking another step. [03:22:15] Speaker B: To be clear blue. To be clear blue. The arrangement is now. The arrangement is now like, you walked away from the room. Mern stayed there, Tarth stayed here. Gallo walked around you and appeared in front of you. So if you're walking back, you're walking back toward Darth Amer. And the big dude leans over, and as you're taking slow steps forward, he doesn't follow you. Well, he follows slowly, but letting you have some space. And he goes, it's a tough place to be a student. We're all trying to succeed. Nod, you found something cool. It belongs to my friend. I'm not gonna hurt you. I know I'm a big guy, but I'm not mean. And Martin, you watch. You watches next to you. Tarth raises a green hand and face palms herself so hard you can hear it just like Merlin just rolls her. [03:23:10] Speaker D: Eyes like quids try to sneak back to near them. [03:23:13] Speaker B: You sprinted away and now you're sneaking back. [03:23:17] Speaker D: Yes, I would say that feels. [03:23:20] Speaker A: I was gonna say if I'm. If. If I realize once I get. [03:23:27] Speaker B: Awkwardly, awkwardly, awkwardly. Both of you all are now walking back to the place you sprinted away from. [03:23:33] Speaker A: Yeah, because, yeah, if they weren't. If they weren't with me at the time, Same stairs. I was like, oh, crap. And so I'm like, I'm not gonna leave them. And so I start slowly, kind of. [03:23:41] Speaker B: Being like, you all have drawn quite a spectacle now. People from all different floors are looking. [03:23:44] Speaker D: Yes, well, I didn't know they had a fake rock that they would give. So when I noticed, I was like. [03:23:50] Speaker B: It'S not a criticism. Not a criticism. Martin, what are you up to? [03:23:53] Speaker C: I. I just slowly. And I think Martin would be afraid if he hadn't almost died a few months ago. And so he, like, leans over to the one who was being a little jerk to him earlier. And I was like, I think teleporting is gonna get something. Does a demerit or something, I don't know. And I just, like, back away. Didn't you say he teleported here? [03:24:21] Speaker D: He took his whip here, and you don't know how? [03:24:24] Speaker C: Oh. [03:24:27] Speaker B: I don't know what you're talking about, kid. She just kind of smirks at you. And then the big guy stands up and he goes, okay, look, I don't think we're being fair. And at this point, Tarth leans forward and goes, oh, my goodness, gal, would you shut up? And he goes, hear me? Out. They didn't do anything wrong. They found the rock. They saw us. They got kind of intimidated. I look, look, look, look. And he, like, raises his huge hands every. He goes, nobody needs to get in any kind of trouble here, okay? He gestures at you, Martin, and he goes, we don't need some sort of an exchange of trouble. No one should be in any trouble because no one's done anything wrong. And he looks at you, Blue, and he goes, look, little guy. I just. We just need the rock. Me and my friends have worked really hard on this. It's ours, and we need it. Could you please give it to us? [03:25:25] Speaker E: I reach into my right pocket, grinding her teeth. [03:25:28] Speaker A: Are we back yet? [03:25:31] Speaker B: Yes. It's at this point. It's at this point that Genevieve is awkwardly approaching from the Hawaii. And Quinn, you're approaching completely invisible. Still no one can see you. [03:25:43] Speaker A: Hello. [03:25:44] Speaker B: You expect. [03:25:46] Speaker A: Genevieve says. [03:25:49] Speaker C: Hi. [03:25:49] Speaker B: And he looks back to you, Blue, with whatever you were saying, Blue. [03:25:53] Speaker E: I reach into my pocket. [03:25:55] Speaker D: You hear in your ears a whisper. [03:25:57] Speaker E: Give him the real one. It really is theirs. [03:26:01] Speaker A: Okay. [03:26:02] Speaker E: I reach into my pocket. [03:26:04] Speaker B: Okay. [03:26:05] Speaker E: And I. I. Let me hold on. And I remake the same thing in my hand in my pocket. I pull it out, and I. [03:26:17] Speaker C: Blue. [03:26:17] Speaker B: No, not a good idea. [03:26:19] Speaker E: Blue. [03:26:19] Speaker B: Before you do. Before you do, Blue, could you give me a strategies check? [03:26:26] Speaker E: Okay. [03:26:27] Speaker D: And again, when whispered in your ear, it really is theirs. [03:26:32] Speaker B: Sure, sure, sure. [03:26:35] Speaker E: Like, this is my. This is my homework now. Strategy. Let's see. How does an eight sound? [03:26:41] Speaker B: Intelligent. You are. [03:26:44] Speaker E: Does an eight sound. [03:26:45] Speaker C: Oh, no. [03:26:46] Speaker B: An eight. Absolutely. You remake a copy in your pocket. Give me a sleight of hand check to conduct that pretty meaningful magic in front of a bunch of other magical students in your pocket without them knowing. [03:27:01] Speaker E: I will say it does. It does take an action. Cool. A slice. That'll be a 19. [03:27:18] Speaker B: And without anyone noticing. Oh, my goodness, you nailed it. And you're totally making another fake one. How many times can you do that, by the way? Just out of curiosity, because I'm. [03:27:34] Speaker E: I think just unlimited. I will say, though, the other one disappears. [03:27:40] Speaker B: Oh, oh. You put it back in your pocket. So the fake one disappears. You make a new fake one. [03:27:47] Speaker E: Oh, I forgot. [03:27:48] Speaker B: And as you reach into your other pocket and pull the new fake one out, you, like, reach over and Gallo. Gallo walks up, his huge fingers wrap around it, and he looks up very smugly at Tarth and Mern, and he goes, well, hold on. Actually, first, give me a deception check at advantage Blue. And he's gonna make. He's gonna make an investigation check. [03:28:12] Speaker A: Can I ask something? As he's grabbing it. [03:28:18] Speaker C: Yeah. [03:28:23] Speaker A: Hold on. Sorry. I was trying to get an accent from. From student to student. Could you just, you know, from. Could you just tell us what it is and we'll like. [03:28:35] Speaker B: No. And we're all students. [03:28:38] Speaker A: Yeah, that's what I mean. From student to student, from knowledge seeker to knowledge seeker. [03:28:45] Speaker B: No. What did you get on your check, Blue? [03:28:49] Speaker E: You got a 17. [03:28:54] Speaker B: And as you just beat him, he looks up very smugly at Mern and Tarth, and he goes, okay, guys, see, this doesn't have to be some sort of negative environment. We can trust each other. And he closes his hand about it, and he goes, does it seem like such a big deal that all of us help out, help each other out here? He gestures toward you all and he goes, it's hard being an intern. We remember what that was like. [03:29:21] Speaker E: Yeah. [03:29:22] Speaker B: Feel like a cutthroat, competitive environment. But if you all make it a better one, it can be one. [03:29:27] Speaker A: Thank you, sir. [03:29:32] Speaker B: Just rolls her eyes so hard, she gets a migraine, and m. Kind of, like, makes a wistful face and nods like what Gallo is saying is really kind of touching her for a second. She nods like, sorry if we were mean to you guys. It was a stressful situation for us, too. [03:29:49] Speaker D: Okay. [03:29:49] Speaker A: It's okay. We are sorry, too. We hope you have a wonderful day. [03:29:54] Speaker C: Yeah. If you need help making things. I love to help make things. [03:29:58] Speaker D: Yes. [03:29:59] Speaker A: I'm a student of transmutation myself, so. [03:30:04] Speaker B: Looks at you, Genevieve, and goes, that's good. You've really ingratiated yourself to us. We just like you so much right now. And her little, like, tongue darts out. [03:30:15] Speaker D: Oui, oui. [03:30:17] Speaker B: The two groups walk away from each other. You all with the real stone, them with the fake one. [03:30:23] Speaker E: I walk really, really fast. I walk really fast. [03:30:27] Speaker A: Yeah, I like. [03:30:30] Speaker E: For my room. Or actually, dm, since they're a mixed group. Is there a place that we go to all because we can't be in each other's rooms? [03:30:38] Speaker A: Like a library or something? [03:30:41] Speaker B: Yes. There's a big common area in the library. And as Gallo doesn't look at it too carefully, Tarth and Mern walk back into their room and nod at Gallo. He nods. He walks off. The door closes behind them. You got guys. Head toward the library. And that is where we're gonna go on a break. [03:31:00] Speaker E: Blue walks to his room first like a beeline. Like, as fast as he can walk about. [03:31:06] Speaker B: Yeah, absolutely. Absolutely. So as Blue is darting to his room, and I assume Martin is going with him. We're gonna go for a quick break. So, Listener, this has been the first part of Saved by the Spell. Oh, that was wacky. I say incredible adventure. You're an important part of it. Give us a little bit, and we'll be back with another one. Seal. [03:31:24] Speaker C: Yeah.