Dream Life

I decided to put together a theory on how to operate on a magical battlefield and demonstrate it.

First, I asked Liddy and Sharon, who are nearby, to help me combine magic in various patterns. I can use fire and wind for all attributes, and Liddy can use light, wind, tree, water, and sharon, so wind attributes can combine the three of us.

So I did all sorts of experiments.

The result was surprising. Activating the exact same magic at the same time only slightly increased its power.

The experiment was very simple, saying that the three of us would unleash the air hammer at the same time, but the result was not simply the sum of the magic of the three of us, but more powerful than that. Sensibly less than 10%, but surely the power was increasing.

So I thought about validating it as a number, not a sensory one. But that's where I hit the problem. There was no measuring device to measure the power of magic.

I also thought about hitting rocks and trees and measuring them by travel distance or “do” but then it was difficult to describe them as objective numbers, I tried and missed a lot, but in the end I had to abandon them. So I submitted a report to Professor Raspade about my magic operation and discussed how to demonstrate it.

When the professor finished reading my report with tremendous momentum, he began to speak somewhat excitedly.

"This is so funny! That's a good point of view!

And when I asked if I had any good wisdom on how to measure, I thought slightly,

"... um, there's no way to measure it, but if we increase the number of people, we'll have the results you want."

That's all the professor says, he starts walking straight to the training ground.

And I caught the fifth graders at the training ground, and I said, "Help me experiment a little. I was wondering if you could come here and collect anything that could use a fire attribute."

Sometimes the voice of a professor directly linked to his grades, quickly brings together about thirty students who can use fire attributes.

When the instructor who was coaching them rushed up to the professor and asked him what was going on with a serious look, the professor said in a sobering tone, "Just to confirm the enhancement by simultaneous activation of magic, is that also a problem?" I answer with a slightly strange face.

The instructors exhale in relief at the professor's words. And he took a step back and gave the place to the professor, "No problem," he said.

Apparently, the instructors suspected that the professor was about to conduct a dangerous experiment.

(I guess it's the usual thing to do. I guess the professor thinks he doesn't know what to do)

When the professor asked the assembled students, "Can we use the magic of the ball of fire?", they all said, "Yes! I replied." The professor smiled satisfactorily and began explaining the experiment.

"Have the magic activated where I instruct it to go according to the signal. Mr. Lockhart. Make me a tough one."

I nod to the professor and make a wall of soil about 50 cm thick with the magic of a wall of soil (Earthwall), 2 m high and 2 m wide. And, just in case, it was enhanced with the magic of stone production (Creative Stone). This is the same wall previously built by the professor and reproduced as much strength as possible.

(This will work out unless even the professor's jailfire spear (Hellfire lance) comes along)

When I built the wall in about five minutes, I had classmates staring at me with a stunned look. They seem surprised that I finished the wall faster than a practical instructor.

Meanwhile, the professor nodded satisfactorily and was impressed with "That's Mr. Lockhart".

But the professor's point of view was different from that of his classmates. He tapped my wall with Conn and said, "This makes it easy to compare to my jailfire spear (Hellfire). This kind of detailed consideration is necessary for research," I used to admire the recreation of the dirt walls made by professors, not the speed of magic.

"So who among you is the slowest activator," the professor asked, raising his hand as one little girl student nearly cried.

And I said, "Yeah, what's your name? How long does it take to do that," he replied, in a vanishing voice, "It's Evelyn Hurling... if you work hard, it's about thirty seconds..."

"Now, to fit Miss Hurling. Okay, Miss Hurling. Start chanting."

She casts a fireball spell, nervously. And the other students spelled one spell after the other so that the timing was right.

(You must be nervous. Because that (...) Raspade teacher is paying attention. I feel like I'm going to cry now...)

I had a moment of sympathy for a girl student named Hurling but soon forgot about her when I realized the power of the Spirit of Fire was rapidly gathering.

(Awesome power... on a level I'd say it's a fine average of twelve or three. But it feels like the power of the Spirit is gathering more than Dr. Raspade's magic...)

Thirty seconds later, the hurling also seems to be ready, with the professor quietly waving his arms down. Then, from the mouth of thirty, in a temperamental voice, the activated word "fireball” was uttered.

At the next moment, thirty balls of flame appear near the tip of their wand. And they flew towards each other simultaneously at speeds of about 100 km/h.

I felt terribly slow about it.

But it doesn't take a second to concentrate 20 meters away.

The moment I thought the balls of flame focused on me, the flames that were just red emitted a dazzling glow, and then exploded.

I lost my voice to that power.

The professor seems to be losing his word in the same way, keeping his eyes open, silent.

Me and the professor couldn't hide their surprise at the results, but the interest of the students and instructors who unleashed the magic lay elsewhere. Their interest was more in the professor's reaction than in the magical consequences.

I ignored those classmates and ran toward them.

When the target was checked in detail, it was found that although it had not been damaged, the surface was burnt black and exposed to considerable high temperatures.

(Too strong for the effect of concentration of energy...... the ability of the students here should only have as much energy as a refined pine fire. Even if I collected thirty of them, they should be about as big eyed burning as a campfire... there was a lot of fire spirits power coming together. Maybe the more efficient you do it in a group...)

The professor spoke to me excitedly, checking the surface.

"This is amazing! A revolutionary discovery!

I was slightly drawn to the word and regained my calm.

"Has no one ever tried it? I still train in practical skills for each attribute here, and I think you'll notice if I train court magicians the same way."

The professor shook his head sideways and said, "Normally we don't activate at the same time. It also activates on the battlefield at the same time, but it doesn't do anything to match goals," he replies.

I felt something hooked on that fact.

It didn't look so fortified in this experiment. From the original power, it's considerably enhanced, but still less powerful than Professor Raspade's high-ranking magic. But the low-level magic unleashed by thirty half-service magicians is comparable to the magic of a first-class magician. In other words, even the mages' eggs, which had never been seen as war power, realized the fact that they could potentially be made war powered.

And what I hooked up with is that there's an organization that binds to one attribute.

Yes, it's about phototheism.

Phototheism brings together magicians of light attributes. If we learn of this fact, the balance of power between the Holy King Luke and the Caerm Empire could change dramatically. If that's all it takes, it's not necessarily if Luke, whose fanatics travel, doesn't embark on a world conquest.

I whisper to the professor, "This fact is dangerous".

"What do you mean," the professor asked, wondering about my serious face. But first you feel you should dissolve the other students who keep staring at us, and say, "You're done experimenting. Now let's go back to the lab and verify," he urged.

In my words, the professor also said, "Thank you for your cooperation in the experiment. It was close to what I thought it would be. Now, I don't mind dissolving it," he declared, returning to the lab.

Behind us, the students exhaled in a ho and the instructors whispered about what the experiment was.

Upon returning to the lab, I explained the dangers of the results of this experiment.

Professor who was initially excited to hear it, but frowns with the word light theism.

"I understand Mr. Lockhart's concerns, but shouldn't this study be done?"

"But then the Light Divinity..."

"Mm-hmm. I understand that concern. But there's a new theory in front of us. Exploring it is a researcher. Besides, his people may already have noticed."

I didn't think of the words, "What do you mean!" and raised a voice of surprise.

"They call it a miracle. There are signs of massive light attribute magic. Then you are likely to be aware of this fact"

That may be true, but there is no certainty. More than that, the problem is that Professor Raspade's exploratory mind has caught fire.

(That's awkward. If the teacher does the research, someone will always sniff it out. If you say that (...) Professor Raspade has started a new study, all magicians will be interested. But if you take this story to another professor, you probably won't understand my concerns. If you announce the results of your research, as a court magician, you will be promised a pretty high status. In that case, the Light Divinity will always sniff... I have no choice. I'll have to study it and satisfy the teacher's intellectual curiosity. The teacher is not interested in politics. If only the truth were revealed, there shouldn't be any outgoing...)

Professor Raspade is bumping and grumbling whether he is worried about researching himself or leaving it to someone else.

I said, "I thought about the hypothesis. When I declare that I will do this research," the professor immediately pounds and hands, "I like that".

In the end, I was supposed to do the research, but this was pretty hard. We didn't even get to gather students like professors, and it was pretty hard to demonstrate.

So I decided to build a theory first.

The first thought was simply the concentration of “firepower”.

If you concentrate your energy and increase your density just like the lens, that's all you can do to enhance your magic. The magic tactics I initially thought of were this effect.

But as I proceeded to consider it, I realized it wasn't the only one. The magic that low-level students can put out is like a match fire if you say so. Collecting thirty matches of fire doesn't give you high temperatures like gas burners. Obviously, the energy put into it was different.

I ran an experiment.

In my case, I can get an accurate picture of my magic power (MP). I used it to do the validation.

First, activate as much magic as the fireballs of the students at that time, and check their MP consumption. And I compared it to the Magic, Flame Spear (Flame Lance) that put in thirty times that MP.

I don't know the average MP usage of the students, so I can't make an exact comparison, but the flame temperatures, speed, etc. are unlimited and close to their magic. So, although the accuracy is somewhat lacking, it shouldn't make that big a difference.

And as a result, my flame lance was obviously less powerful. It took more than twice as much magic to get the same amount of power.

Normally, I'd be more magical efficient at a high level, but obviously the thirty students are more powerful.

So I came up with two hypotheses.

Activating magic means gathering the power of the Spirit and transforming it into the form desired by the operator. The power of the Spirit can be gained by imparting the magic of the surgeon. Suppose you give the magic of "One” and gather the power of the Spirit of “Ten”. At that time, if the power of the Spirit of the One, not the Ten, gathered together, the power of the Twenty would have doubled.

So how does it relate to this phenomenon?

The power of the Spirit changes the focusing efficiency due to the amount of magic that it gives and the image of the operator. This is because even if we used the same magic in high level operators with strong imagination and low level operators with weak imagination, we obviously have different powers.

Normal magicians don't have the power to check, but in my case, I can check the status. So by activating magic while looking at the amount of magic (MP) consumed, we can see the difference in power. As a result, we know as fact that the power is distinctly different depending on the intensity of the image, even with the same amount of magic.

Why has the magic of the less imaginative students become more powerful this time? It is conceivable that, for one thing, the efficiency of gathering the power of the Spirit has increased. In other words, if even a less imaginative operator activates the same magic in several people, it will complement the image of each operator and make it easier for the Spirit to understand.

In fact, the way I felt the power of the Spirit gathered was close to the concentration gathered by high-level magicians.

This is my first hypothesis.

It's another hypothesis, but if you activate the same magic at the same time, it's either resonance or amplification.

For example, if more than one person activates the same magic, assuming that it multiplies 1,05 times per person, it will only go up about 15 percent for the three, but more than quadruples for the thirty. Simply gathering thirty fireballs about the extent of the bonfire we saw in the experiment is only about as powerful as a big bonfire, but that big bonfire quadruples and should be quite powerful because it's even more concentrated in one place.

It is possible that either, or both, of the above two effects are working because of the obvious increase over the concentrated energy and the fact that the three of them did not have enough effect to be visible.

I put this together as a paper and submitted it to Professor Raspade.

The professor who glanced at my thesis opened his mouth after about five minutes of thinking.

"The theory is that Tsujitsu fits well enough, but it hasn't been demonstrated. Sure, there's no way to measure magic, but at least it needs to be verified with multiple attributes."

I snort honestly at that word,

"I think what you're saying is the best thing, but there is something about light theism. At least I don't think there's any error in the theory. Besides, I think experiments by high-level magicians in the court magician class, not graduate students, will yield more remarkable results."

The professor still seems to be untrained, but nevertheless considers it more dangerous for information to flow to phototheism, saying, "There is no way. Let's hope the time comes for verification," he said, cleaning up my paper.

(As far as I'm concerned, I hope you don't get that chance. Using this means there will be a massive war. Of course, I won't be commanding the army. Well, if it's about the Village of Rasmore vigilante, I might lead, but at least I won't lead the magician squad. For example, only a teacher has the opportunity to use this. A teacher is caught in a war. I hate to think about it, but my enemies, or the enemies of God, invade this neighborhood. At least I don't want to see that......)