Second Death Row Series: A Death Row Convict Teaches at a School of Magic - Cel a55
- Second Death Row Series: A Death Row Convict Teaches at a School of Magic
- Cel a55 - Repartee at the Morning Assembly
Translator: MadHatter Editor: MadHatter
At a morning staff meeting the next day, this happened.
“So, the students of Class 4, Year 1, are not listening to our lessons, but instead are doing their homework, and some of them are even dozing off with impunity! Two months have passed since the new semester began, and yet the situation has not been resolved, despite our repeated requests, so we need you to explain what’s going on, Teacher Kanaki!”
The volume of his voice was ferocious. The staff room, even by itself was an uncomfortable place to be, turned into an even more cramped place. I can’t wait to go back to my oasis, the infirmary.
Even the principal was astounded by Tupel’s thunderous speech, and numerous aristocratic instructors nodded in accord. Their feelings were apparently mutual.
The bulk of the teachers, nonetheless, reacted negatively. After all, this was not the first time this topic had been brought up at a staff meeting. The fourth-year homeroom teachers were too preoccupied with their pupils’ future careers, whereas the second and third-year homeroom teachers were indifferent to the subject aside from the first-year homeroom teachers.
“…So, Teacher Kanaki. Is there anything you have to add about this?”
The facilitator, Vice Principal Sanson, cast a sympathetic glance at me. Most likely, Sanson had made an unsuccessful effort to appease Tupel before this came up on the agenda again today. A hint of fatigue was evident on Sanson’s face.
Getting fed up with Tupel’s behavior, a decision was reached in my mind. In either case, it was a matter that would have to be resolved eventually. Creating a storm in my relationships with other teachers would not be conducive to my future school life, yet it would undoubtedly be easier to get my opinion across in the presence of other teachers than to discuss it individually with Tupel and his colleagues. At any rate, what I will discuss now was one of the school’s problems that most of the teachers were aware of as a fact, and yet they were turning a blind eye to it.
“I have something to report about that, too. The other day, I confronted the students of Class 4 during homeroom about this issue. Naturally, in the name of privacy, answers were not given verbally, but anonymously in written form.”
Beyond the protection of personal information, the purpose of this was to ensure that the content of what I would be sharing represented the consensus of the whole first-year class rather than just one particular student’s perspective. And Tupel and his colleagues wouldn’t be able to easily wave away an opinion that they did not know who expressed it—an opinion that may have been Karen’s—since they tended to dismiss the views of the commoners.
“As a result, the opinion of the majority of students is that Teacher Tupel’s―excuse me. It turned out that the reason given was that some teachers’ classes were based on prehistoric theories and were familiar to most of the students.”
Tupel, enraged by these remarks, sprang to his feet.
“Y-You! Are you implying that there is something problematic in our lecture itself!?”
“―Unfortunately, from what I’ve heard from the students, I think there’s a flaw there.”
Tupel went rigid. It made perfect sense. How could I, a teacher from a commoner’s background, who until now been looked down upon as simply another dimwit, now point a blade at him here? Before Tupel could launch into a tirade of nonsense against me, I fired off a volley of attacks at once.
“Our school has a curriculum that allows first-year students to participate in practical combat training provided that they are qualified as a fifth-class magician, and many students participate in the student knight competition where the selection process is currently underway, placing an emphasis on actual combat, so to speak. It would be unrealistic to expect pupils to hone their talents through solely actual fighting, though. We have great expectations for our pupils, therefore we must continue to explore the lessons that are taught in lectures and in-class studies that are not about actual warfare. In particular, the demands of those on the front lines are constantly shifting. Conducting the same lessons in the same way indefinitely will not help us develop the human resources that our country needs at present!”
To my speech, a number of teachers directed their gazes at me with admiration. At the very least, I can assume that they judged my assertion to be more valid than Tupel’s.
“―I agree with Teacher Kanaki. This is not as a teacher, but as a former knight in the service of the royal court.”
Among them, the most prominent and outspoken one, Instructor Rivalz, concurred with my viewpoint and expressed his opinion as well. Nobody here was ignorant of his nickname, “Surging Iron Wall”. Even the atmosphere in the staff room seemed to have grown slightly more strained.
“Teacher Kanaki said ‘front lines,’ but there are all sorts of front lines. Some are dispatched to various places to eliminate magical beasts, while others are assigned to wars to settle disputes with other countries. The personnel required will vary depending on the battlefield and the time of the war. That is to say, the front lines which the students will be facing in the future are living creatures. Teaching the same thing for decades to such an ever-changing creature is not very wise, is it?”
A miserable yelp slipped from one of them as Rivalz eyed the aristocratic teachers around meaningfully, but their reaction was inevitable. Because that guy was way too frightening.
“I likewise second the opinion of Teacher Kanaki. I do not mean to shut my eyes to the shortcoming, but I believe that from now on we should concentrate more effort on elevating the quality of our lectures. Our utmost bliss stems from seeing our pupils content as well.”
The concept was supported by a few other teachers who raised their hands after Mert, who voiced her concurrence.
Tupel didn’t even make a counterargument. The unexpected turn of events left him stunned.
The victory has been sealed. Anything more would be fruitless. When the last teacher to raise a hand had finished speaking, I rose to conclude the conversation.
“This applies to all of us, not only a few teachers, as Teacher Mert already noted. Even we must continue to learn as long as we are committed to instructing youngsters for a lifetime. Being a teacher is not the end of the road. If anything, I believe that real lifelong learning begins after becoming a teacher. I am fully aware that all the teachers are in the midst of their hectic schedules, with the selection rounds starting last week, but I personally believe that this is a great opportunity for us to reflect on our own lectures. If any teachers are exhausted from this, please stop by the infirmary. My infirmary welcomes teachers as well.”
A burst of laughter greeted the staff room.
Even Sanson was filled with relief as he looked around.
“Thank you very much, Teacher Kanaki. Is there any other teacher who has something to share with us… Now then, I would like to wrap up today’s morning meeting.”
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