Clarence thus became a junior teaching assistant for the first-year Defense Against the Dark Arts Class, and every Saturday and Sunday, he would seek out the Defense Against the Dark Arts Professor for special tutoring to learn more advanced knowledge.
Later, as Clarence practiced furiously in private, he further simplified many skills from the various knowledge, magic, and spells of the second-year Defense Against the Dark Arts Class.
As more skills were learned and simplified, especially those from the Defense Against the Dark Arts course,
Clarence's time spent on practice also increased exponentially if he wanted to balance it. To more conveniently balance practicing various skills, he had no choice but to spend a large amount of simplification points to categorize and merge all his skills.
This resulted in his panel ultimately displaying only three major categories of skills, along with the knowledge and skills learned in the first year.
The three major categories were offensive skills, defensive skills, and common skills, plus the knowledge and skills from the seven major subjects that all first-year students could learn, such as Transfiguration and Charms.
Clarence, however, had one more major subject than ordinary first-year students: Healing magic skills.
Because of this integration, his various skills, which had originally reached an average of level 10, were instantly reset.
Of course, there were benefits, and significant ones at that. After similar types of skills were merged, based on their interrelationship, the power and effect of the new merged skill significantly improved.
He guessed that the more skills that continued to be integrated in the future, the more their power and effect would continuously improve.
And it was the kind that improved as a whole!
Being reset meant not only relearning but also a change in how skills were practiced.
For example, for the three major categories of skills, waving a wand, drawing circles in front of oneself with a wand, and touching a wand could all yield experience points.
As for the seven major subject skills, like Potion and Herbology, touching a beaker or any herb would yield experience points.
Of course, there were also practice methods that were more complex. This complexity referred not only to the practice method itself but also to the complex judgment mechanism of the system.
For instance, for the Defense Against the Dark Arts subject skill, the way to gain experience was to be judged by the system as any defensive action.
What did that mean?
It meant that avoiding other people's gazes was considered defensive, even avoiding contact with others was, and even avoiding wind and rain counted. This allowed his skill to continuously gain experience points at all times.
Although the experience cap for leveling up was still 100 points, there was no change.
But with so many similar skills integrated, the difficulty of acquiring skill value units also increased significantly.
At the very least, Clarence used to gain skill points one by one, but now the experience values obtained were 0.8 or 0.9.
He analyzed that in the future, as more skills continued to be integrated, the unit of experience value obtained would become even smaller, perhaps even 0.01 or 0.001.
However, what made him feel fortunate was that the judgment mechanism for gaining experience in this subject skill allowed him to continuously gain experience points all day long, and the experience value obtained would also change based on some of his actions.
Just as Clarence spent a large number of simplification points to merge and organize all the skills he currently possessed, his life became calm again.
Unfortunately, this peaceful life did not last long, because as his Defense Against the Dark Arts skill continuously leveled up, he performed even better in this course.
Soon, he had completely mastered all the second-year courses. The Defense Against the Dark Arts Professor even gave him a special test during one of their private tutoring sessions, concluding that he could completely attend classes with third-year students.
In fact, letting Clarence audit classes with second-year students was already against the rules, but there are always one or two excellent students at any time, so for such intelligent and exceptionally outstanding students, breaking conventional teaching methods is also a normal phenomenon.
After all, you can't treat an intelligent and excellent student the same way you treat an ordinary student, can you?
So, regarding Clarence's previous auditing of the second-year Defense Against the Dark Arts Class, the other Professors simply turned a blind eye and had no intention of interfering.
However, directly auditing third-year courses was a bit inappropriate.
Because the third-year courses were more dangerous, if Clarence was to audit them, it would require asking Flitwick, the Ravenclaw Dean, and the Deans of the other houses, and even the Principal Dumbledore's permission.
Flitwick and the Deans of the other three houses understood Clarence's excellence, so they readily agreed. However, when reporting the matter to the Principal, Dumbledore initially refused outright, no matter how much the Defense Against the Dark Arts Professor tried to persuade him, he just wouldn't agree.
Just as the Professor was about to give up on the idea and intended to teach Clarence privately, Dumbledore, for some unknown reason, actually went to the Defense Against the Dark Arts Professor's dormitory and allowed Clarence to audit the third-year courses.
This left the Professor a bit confused, but since the Principal had agreed, he naturally didn't bother to think too much about it. Instead, he happily informed Clarence that he could now attend classes with the third-year students.
However, after only two months, the Professor discovered that Clarence had completely mastered all the third-year knowledge.
Not to mention the Defense Against the Dark Arts Professor's headache, after all, sometimes a student being too intelligent and excellent is not necessarily a good thing for a teacher.
Furthermore, when the other Professors saw that Clarence had become a junior teaching assistant for the first three years of Defense Against the Dark Arts Class, especially with the help of this junior assistant, who could save the Professor so much worry and effort, they also held him back after class and conducted a simple test.
Upon realizing that Clarence's level was perfectly suitable to be a teaching assistant for their own courses, they also discussed with him the possibility of him serving as a teaching assistant. Of course, this was only for first-year courses; they wouldn't dare let him assist with second-year courses.
Clarence naturally agreed to be a teaching assistant, as how could he miss such an opportunity to openly teach students and gain a large number of simplification points!
As a result, Clarence became famous at Hogwarts, becoming the subject of popular conversation during that period.
Not only at Hogwarts School, but even in the outside world, parents had heard of him.
In fact, after that, Clarence himself had analyzed the reasons why the Professors had made him a teaching assistant.
He guessed that, firstly, he performed extremely well as a teaching assistant for the Defense Against the Dark Arts Class and indeed helped the Professor with many troublesome small tasks. Secondly, it was because he had a good grasp of many Healing magic spells, especially first-aid spells.
This point was probably what the Professors valued most, as studying in class was not entirely without danger, especially when practicing magic and spells in practical application. A student could get injured with just a slight mistake.
Instead of sending them to the infirmary for treatment, it was better to have a teaching assistant who knew a lot of Healing magic present to treat them on the spot, and even for severe injuries, they could stabilize the injury until they were sent to the infirmary...
