Wizard: Unlimited Profession Slots Chapter 1317 - 524: The Engineer and the Artist (Part 2)

Bruno agreed:

"Moreover, the Master never gives up on anyone, and he has designed specialized training plans for each of us."

This trust and persistence comforted Ron.

But soon, he realized that this unbalanced development model would become a point of attack for outsiders on his teaching methods.

Sure enough, after the apprentice ability assessment at the end of the month, doubts began to arise.

Hillas emerged again and started questioning Ron’s teaching methods.

"Ms. Ella, I think it’s necessary to reassess the educational value of the ’Resonance Technique.’"

In a teaching seminar hosted by Ella, Hillas presented a thick data report.

Those precisely drawn charts were as sharp as a dissection knife, revealing incontrovertible numerical truths:

The apprentices in his class had increased their average magic power output by 12%, the speed of constructing magic models by 8%, and the accuracy of rune drawing by 6% over the past month.

In contrast, the corresponding average data for Ron’s class was 7%, 5%, and an embarrassing 2%

(because the apprentices spent more time "feeling the emotional state of the runes," resulting in little actual increase in drawing speed).

"Data doesn’t lie."

Hillas adjusted the gold-rimmed glasses on his nose, his tone carrying the sharpness unique to a scholar:

"Mentor Ralph’s ’Resonance Technique’ seems more like a regression to mysticism.

Its standards are vague, heavily relying on the apprentice’s individual talent and the elusive ’moment of enlightenment.’

"I must admit, Mentor Ralph’s teaching methods have indeed achieved impressive results with some apprentices. The progress of students like Lira, Gareen, and Kael is evident to all."

He paused, allowing this acknowledgment to settle in the air for a moment, then suddenly shifted the focus:

"However, as educators, we need to be concerned not just with the height of the ’ceiling,’ but also with the stability of the ’average level.’"

Hillas unfolded the data report, the densely packed charts resembling a precise anatomical diagram:

"Among the 12 apprentices in Mentor Ralph’s class, 3 exhibit excellent performance, 2 are good, 4 are middle, and 3 are below average.

This extremely uneven development model is the core issue I am questioning."

His finger traced a clear division curve on the chart:

"In contrast, traditional teaching methods, although unable to cultivate individual ’genius,’ can ensure that most apprentices reach a passing benchmark.

Among the 32 apprentices in my class, 28 have met or exceeded the standard requirements."

Ella furrowed her brows: "Hillas, what you mean is..."

"My meaning is clear." Hillas stood up and began pacing slowly in the conference room:

"Mentor Vinard established this educational system to steadily produce a sufficient number of qualified wizards.

Our goal is to establish a replicable, scalable talent cultivation pipeline.

Although the ’Resonance Technique’ can indeed produce outstanding apprentices, it excessively relies on the teacher’s personal ability and the student’s innate talent.

This method’s success rate is extremely unstable, and..."

He paused, looking directly at all the masters present:

"It cannot be scaled for widespread use.

The entire Green Ring No.2 has hundreds of mixed-blood apprentices, and we need a teaching system that gives every child the opportunity for success.

Not just an elite cultivation method that allows a few ’fortunate ones’ to shine."

Hillas’s argument was logically tight, striking at the core weaknesses of educational management.

"Moreover, the success stories of the ’Resonance Technique’ may more likely be attributed to those apprentices’ own special talents rather than the superiority of the teaching method."

He turned to another page of the report:

"Lira possesses the rare bloodline of the Three-eyed Race, Gareen inherited the metal arm of the Resentful Gold Warrior, and Kael’s mother is an outstanding hybrid individual of the Danasu Race. These are one-in-a-million unique conditions."

"If we attribute teaching success to such unique non-replicable conditions, it would be admitting the failure of wizard education—that only ’bloodline theory’ can determine an apprentice’s future."

This final blow was indeed quite lethal.

Hillas cleverly reinterpreted Ron’s teaching achievements as evidence of ’bloodline determinism,’ rather than the triumph of the teaching method.

"What we need are hundreds of reliable ’engineers,’ not one or two ’artists’ acting on a whim!"

His conclusion resonated powerfully, echoing in the conference room.

Ella fell into contemplation.

She had to admit, Hillas’s doubts indeed touched upon a real issue.

How to ensure educational equity and sustainable development while maintaining teaching quality.

This statement was like a precisely thrown alchemy bomb, igniting intense discussion in the quiet conference room.

Several masters who supported standardized teaching expressed their agreement, presenting more quantitative data to support Hillas’s viewpoint.

"Indeed, the academy’s duty is to mass-produce qualified wizards, not to conduct teaching experiments."

"While personalized guidance is exquisite, it is not practical in large-scale education."

"If each apprentice requires such meticulous personal attention, our teaching resources cannot support it."

After listening to all of Hillas’s arguments, Ron nodded quietly, recognizing that his opponent had indeed hit all the key points.

He gained a deeper understanding of the cunningness of this traditional elite.

The opponent smartly avoided his most successful cases, shifting the focus to the systemic deficiencies of the teaching method.