{ 6 YEARS, 10 MONTHS, AND 9 DAYS LATER… }

  It was March 1st, 1422.

  Thin rays of light filtered through the , slippiween the rge arched windows and barely illuminating the a maps and worn parts on the walls, which seemed to carry the weight of the turies.

  There were only two people in the room: Mirac, the student, and his teacher.

  “And with this…” said the man, standing in front of the desk, closing with a decisive gesture the heavy tome he held in his hand, “…we have officially cluded our course of study, young Prince.”

  The rustling of pages turning blended with the soft sound of Mirac’s quill as he carefully jotted down his final notes, even though there was nothio write that he didn’t already know.

  What today had been, in fact, was just a long and simple review of the topics covered in the first months of this year.

  When he fihe young Prince closed the notebook with a satisfied sigh and lifted his gaze towards the professor.

  ‘Finally!’ thought Mirac as he stood up, giving a half bow to his teacher. “I thank you infinitely, Professor Warnock!”

  Just three weeks after the disastrous i with Krk, Mirac found himself uhe guidance of a new instructor: Professor Keh Warnock.

  He was a man who perfectly embodied the archetype of the middle-aged teacher. His bck hair was streaked with fine silver veins, while a round frame rested precisely on a straight, not too pronounose. His stocky build trasted with his plump, cushion-like face, which was framed by a flowing, angur beard.

  Unlike his predecessor, Warnock proved to be extremely strid inflexible, a man who rarely showed any signs of warmth and olerated distras. Each lesson was structured with strict discipline, with a scrupulous focus on the young Prince’s progress.

  It recisely because of this rigorous method that Mirac made signifit improvements in his knowledge, to the point where he noticed the differenpared to his lessons with Krk.

  Indeed, Krk had always simply read passively from the textbook, assigning trivial tasks and moving at an exasperatingly slow pace. A differehat Miraly realized after beginning his studies with his new, and finally “true,” teacher.

  With Professor Warnock, Miraot only filled the gaps left from the first year with “Professor Shirkenn,” but he also deepened every subject, excelling particurly in histeography, military strategy, and politics.

  “You don’t o bow, young Prince,” replied Warnock with a hint of a smile, a rare expression on his austere face. “It is an honor to have been your teacher.”

  With that, Keh approached his bck leather bag, resting on the chair by the desk, and took out a bundle of dots. He picked one from the pile and ha to Mirac.

  “Here, take this. It’s your report card, with the results from the test exams.”

  Mirac took the paper with a mix of curiosity and satisfa.

  The report card rinted on fine paper, its color a bleween pure white and beige, with a subtle ivory hue that gave it a and solemn appearance.

  The goldes for the various subjects were ly aligned along the edges, while a refined pattern of heraldic symbols adorhe heading.

  At the top ter, the official crest of the Flinkell Academy, from which Professor Warnock came, stood out.

  Each line of the report card rinted with well-defined and uniform characters, stamped with slightly glossy bk that gave the dot a sense of authority.

  Mirac’s eyes carefully sed the grades, while a sense of pride warmed his chest.

  1. Leadership and Politics [100/100]: A discipline focused on developing the skills necessary to exercise power with wisdom and authority. It includes the study of legal principles, the administration of the royal cil, flict ma, and court etiquette. Special emphasis is pilitary strategy and tactics, with the analysis of historical battles, army and, and the optimization of military resources. The art of protocol provides guidelines for proper duct during official ceremonies and institutios.

  2. Diplomatic Retions and Alliances [100/100]: A set of knowledge necessary for managiionships with other kingdoms, aiming to eability and prosperity. The analysis of treaties and iional agreements ehe iation of strategic alliances, while espionage and ter-espioeiques support national security. Managing ambassadors and fn delegations pys a key role in building sting and beneficial diplomatic retions.

  3. Ey and Administration [100/100]: A field of study aimed at the effective ma of the kingdom’s resources and maintaining eic stability. It covers ating and finance for the administration of the royal treasury, internal aernal trade, and court expenses. Eic administration addresses taxation, ma of productive resources, and trade. Fiscal regutions provide the legal framework for a fair distribution of wealth, while infrastructure anization focuses on public works such as roads, bridges, and water systems.

  4. History and Culture [100/100]: A study area focused on gaining a deep uanding of one’s own roots and the historical dynamics of neighb kingdoms. The analysis of the kingdom’s history and royal genealogy allows for the trag of dynasties and uanding of social transformations. Uandiers helps assess alliances and rivalries, while myths and legends may ceal relevant information. Heraldry provides tools for identifying noble symbols, crests, and fgs, which are essential for official representation.

  5. Religion and Philosophy [100/100]: The study of spiritual and moral principles fual to g the kingdom. A deep uanding of the Elemental Pantheon forms the basis fious and social unity. Ethical and moral principles uidance for deaking, while active participation in ceremonies aivals strehe bond with the popution and preserves traditions.

  6. Survival and Exploration [100/100]: Skills necessary to faexplored territories and hostile situations, ensuring the safety of the sn and the kingdom. The study of navigation and cartography ehe pnning of strategients, while survival teiques include identifying and pr vital resources, such as drinking water, materials for starting a fire, and building shelters. Knowledge of mythical creatures provides useful tools for fronting or avoiding potential threats.

  There were only two subjects that Mirac had studied little over the years: math and magic.

  The tter because, to everyone’s knowledge, Mirac had never shown any sign of awakening a Sintony.

  Yet, both Grand Knight Leonard and King Arthur could perceive with the naked eye an intense flow of mana flowing through the young Prince.

  From this observation, they hypothesized that Mirac beloo the category of “Inpatibles,” individuals who, while possessing mana, never awaken any Sintony.

  Although not able to use magi the traditional way, the Inpatibles possess a greater-than-normal amount of mana, which they skillfully harness in bat through various teiques.

  Thus, by pretending to be an Inpatible, Mirac had mao keep his true nature as a Chaotic hidden, along with his Anomalous Sintony with Math!

  By tinuing along this path and ag with the utmost caution not to reveal his powers, his secret would remain safe for the rest of his life, thereby avoiding the death sentence for him and his family!

  An additional reason why Mirac had fortunately not been subjected to more thh checks was the on belief that, if he had developed a Sintony with Fire—as everyone expected from King Arthur’s son—he would certainly have annou with pride, not kept it hidden.

  And now, with the approach of his fifteenth birthday and after all these years without any sign of the Awakening of the Sintony, this belief had firmly taken root in everyone’s mind.

  For all these reasons, Professor Warnock had deemed it unnecessary to spend too much time studying magic, sidering it a remote possibility for the young Prince. However, basiowledge had been solidated, such as identifying spells and their corresponding protes, the study of relid artifacts, the anatomy of magical beasts, and dungeon exploration.

  As for math, Miraly possessed basiowledge.

  Over the years, the hours dedicated to this subject had been progressively reduced, a deade by mutual agreemeween Professor Warnod King Arthur. Both believed it was more appropriate to focus the Priime on subjects deemed crucial for his future role as sn. Moreover, the administration of calcutions was entrusted to the royal atants, making the study of math even less necessary for Mirac.

  Despite the limited time dedicated to the subject, Mirac had still mao acquire new skills, with the st topics being arithmetic expressions and pry.

  From these few additional cepts, as expected, Mirac had gained new abilities reted to his Sintony with Math…

  “You’ve really made my job easier with these impeccable scores,” Keh remarked with a hint of satisfa. “I didn’t even have to use a drop of ink to correct your answers.”

  ‘So, he be pleasant and kind, huh?’ Mirac thought, surprised by this ued side of his teacher. He had never seen him smile in css, nor had he ever let himself engage in casual versation.

  “It’s all your doing, Professor Warnock,” Mirac replied with a polite smile. ‘Your doing and my genius!’

  Keh, with one hand behind his bad the other thoughtfully stroking his flowing beard, barely smiled.

  “You ftter me, young Prince. But remember: I have only imparted the knowledge to you. By itself, it will be of no use without field experienbsp;Therefore, we will discuss your future and immi educational trip ter, at today’s lunch.”

  Miraodded.

  “Alright,” he replied, with a ft tohat hid his excitement.

  “Good,” Professor Warnock tinued. “As for this dot, you may keep it. I’ve already prepared three more copies: one for me, one for the academy, and the st will be delivered to His Majesty the King. With these results, I am sure he will be truly proud of you!”

  At the word “proud,” Mirac’s smile slowly faded as he lowered his gaze to the paper in his hands.

  “Proud, you say?” Mirac sighed. “Yes, I hope so too, Professor Warnock…”

  * * *

  After the final goodbyes and bows, Mirac left the and headed to his room. He carefully pced his notebooks and books on the desk, pausing for a moment to look at them.

  “Now that I’ve finished my studies, most of these books will no longer be needed. Later, I’ll go to the library to return them.”

  Then, taking a deep breath, Mirac left his room to join the special lunch of the day.

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