It’s April now, and starting today, we will begin our second year at Academy.
Last April, I thought I hadn’t seen any of the Academy’s second- or third-year seniors in the Academy building, but that was to be expected: the second- and third-year students were in different buildings, and the Magic Train station where they got off was one station ahead of first years.
A little more than 2,600 students who have completed the first-year assignment will study in the new building as second-year students.
We also entered the same numbered classroom in the new Academy building.
The students I had seen before spring break were already in their classrooms, and even though we are sophomores now, there was no shuffling of students like there was with class changes. After all they will all go to the same place in the battlefield.
“Good morning, Allen. What do…”
“Oh, good morning. And hi, Rifol. I think…”
As I was about to take my usual seat, I was approached by Rifol, who was sitting in front of me, just as he did in the first year.
I looked around the classroom as I answered. There are 30 seats in the classroom, but there are only 27 students.
There were three students who could not complete their summer assignments and were kicked out. There are enough seats in the new classroom for all three students.
I think we will have three new students.
I heard that several new students will be arriving today. The well-informed Rifol told me this before spring break.
There is a reason why we welcome these new students.
After the summer break of our second year, we will finally have a class on the history of the Demon King. Why is it after the summer break of the second year?
The reason for this is that the summer vacation of the second year is the time when the largest number of students dropout because of their failure. There is no need to needlessly pass on information about the Demon King.
In the Latash Kingdom, information about the Demon King is restricted. It’s probably because the people in power think that in a world of absolute monarchy, telling the people about the existence of a Demon King that they can’t control would do more harm than good. In my opinion, publicizing the existence of the Demon King may lead to economic instability and dissatisfaction with those in power.
Telling the students about the history of the Demon King is also a step-by-step process.
History and Geography of the Kingdom before the summer vacation of the first year History and Geography about every country in the Central Continent after the summer vacation of the first year World Geography before the summer vacation of second grade History of the Demon King after the summer vacation of the second year
This world is not as advanced in information technology as the previous one.
There may be a communication facility using magic tools, but only a few people can use such facilities.
There are serfs from the countryside here, as well as those who were born as mere commoners. How many of the students will believe the history of the Demon King and who will teach them? At least, the parents of the students would not teach them such things. People will only believe what they can see and want to believe.
For the future activities of the Academy, and for the battlefield afterwards, the Academy needs to make the students believe in the World and the Demon King. In order to make them believe this, they have to change their common sense as well.
But there is a way to make sure they believe it.
“Take your seat!”
The homeroom teacher, who looked puffed up and whose clothes were one size too small, walked into the classroom.
And three people in Academy uniforms came in from behind the homeroom teacher.
““”O0hhh!!!!”””
The moment they entered, some students cheered, some said, “They’re really here.” while others said, “What? What’s with the long ears?”
Two Elves, a boy and a girl, and one Dwarf girl walked in behind the homeroom teacher.
“Quiet! Quiet! They can’t introduce themselves like this!”
The homeroom teacher calmed the students down. I wonder if it’s my imagination that the students in the front seats who were making noise like a fed carp were getting hit with an iron claw. I watched, thinking that I sometimes get hit by Cecile, but it hurts a lot.
Quieting the classroom, the homeroom teacher began to talk about the three students who would be studying in the same classroom starting today.
Two of them came from the land of the Elves in the North-East of the Central Continent. The other came from the land of the Dwarves in the North-West of the Central Continent.
(As I expected, the students reacted differently because they had never seen an Elf or Dwarf before. Well, making them believe is not the only reason to transfer Elves and Dwarves.)
I believe that there are other reasons for transferring them.
“Then introduce yourself.”
When the homeroom teacher urged them, the Elf girl nodded and was the first to introduce herself.
“Nice to meet you all. My name is Sophiarone. I come from Rosenheim, the land of the Elves. Please call me Sophie. I look forward to working with you.”
An Elf with translucent white skin, long pure white hair and golden eyes introduced herself. The students gulped as if drawn in by her voice. The Elf next to her looked at us with a disgruntled look on his face.
(Oh, they’re looking at me like crazy. Mmm, I can’t lose.)
The Elf who introduced herself as Sophie was staring at me. I reacted like a country junior high Academy student by staring back.
Regardless, the self-introductions proceeded. The male Elf was next to introduce himself.
“I’m Formar and I came to this Academy as Her Highness, a High Elf, and the next Queen Lady Sophiarone’s escort.”
I thought she was an Elf, but she was apparently a High Elf.
At these words, the students’ gazes fell on Sophie again. They looked at her as if she were a Princess. Sophie returned their gaze with a smile.
It seems that Formar is annoyed because the students were staring at Sophie. The homeroom teacher scratched his head in annoyance and let the last Dwarf girl introduce herself.
“My name is Merle, and I’m from the Baucis Empire. Nice to meet you!”
She had slanted eyes, brown skin, and light green hair on her bob head. She was about a head shorter than me. I thought for a moment that I had misidentified her gender when she said her name was Merle, but from the looks of it, she is a girl.
After the self-introductions were over, the students looked at the homeroom teacher with an expression that said, “So?”
“Oh, Allen.”
“Yes?”
My voice trailed off when I was suddenly called out.
“Take care of the three of them. With this you should be 5.”
The homeroom teacher asked me to take care of the three of them.
I have become quite a central figure in this classroom. Many of the students come to me for advice if they need anything. I have a friendly relationship with Worcester and Rifol, who are also in a central position, so he probably thought that there would be no problem if he left it to me.
(Two Elves and a Dwarf, huh. I don’t know about them, but I don’t mind at least taking care of them. Should I show them the Academy building? But this is my first time in this building too. He said something about being 5.
I wonder how troublesome it is going to be. As I was thinking about how to get to the battlefield against the Demon King’s army, or what to do in the dungeon before that, a voice called out from behind me.
“Allen, what are you going to do?”
Cecile thinks that I will say no if someone tells me to do something I don’t want to do. She asked me if I was going to do what the homeroom teacher asked me to do. Kurena was also staring at me wondering what I was going to do.
“Well, I guess it doesn’t matter. At any rate, let’s talk about it together at lunch. I’d also like to hear what the new students want to do.”
I didn’t refuse the homeroom teacher’s request outright. The Elf girl has been staring at me for a while now. I’ve never seen an Elf before in my life.
For some reason, Allen seems to have forgotten about the Academy’s Principal. {Third Person POV Joke}
“Yeah, I get it.”
(Even if we enter a dungeon, the experience one person gets is the same for up to 8 people.)
The experience gained is the same whether you have 5 or 8 people.
I learned about the distribution of experience in a class after the summer break of my first year.
Experience distribution by number of people:
1 is 100% 2 to 8 is 80% 9 to 16 is 60% 17 to 48 is 40% 49 to 252 is 20% After 253 is 10%.
When I heard about it in class, I thought that the experience distribution was pretty gentle.
They say that the condition for gaining experience is to participate in combat. It doesn’t matter how useless you are or what useful you are. Even if the healer waits to cast a healing spell and never does, they will still be eligible for the experience distribution.
Support groups, such as those supplying weapons, or those waiting in the rear in case the front line is broken, will receive experience even if they do not attack the magical beast, but if they are observing, they will not receive experience even with the same result. When I heard this, I thought it was a matter of feelings.
I didn’t specifically decline the teacher, so I told them to ask me anything they wanted later and the three of them took their seats.
“And while I’m at it, I’ll tell you about this year’s assignment. If you can’t do it, you’ll be expelled, so take it seriously.”
We start homeroom as it is. I think that this year’s assignment will be taught from April.
There are two challenges this year
The task until the summer vacation period is to conquer one B-class dungeon. Up to 16 students can form a party. The task until the spring break period is to be able to activate the skills.
The skills will be taught in class in the future. We were told to take those classes seriously.
Allen and his friends began their second year of Academy by taking care of the new Elves and Dwarf.
