Wizard: Unlimited Profession Slots Chapter 1320 - 525: The Weaver at the Summit

The air in the meeting room seemed to have solidified.

Ella’s fingers gently caressed the tabletop, her emerald green eyes slowly traversing between Hillas and Ron.

She could sense that two completely different energy fields were clashing intensely within the room.

On one side was Hillas’ precision clockwork rational logic, on the other was Ron’s spring tide-like surging innovative energy.

"Hillas’ viewpoint is indeed worth pondering."

Ella finally spoke, her tone carrying the weight of thoughtful deliberation:

"The stability and replicability of standardized education are realities we cannot ignore. But simultaneously..."

She turned towards Ron:

"The possibilities demonstrated by Ron Master’s ’Resonance Technique’ and elite selection mode also show me another future for education."

Hillas’ eyebrows barely perceptibly furrowed.

He had originally hoped Ella would lean more towards his pragmatic perspective.

"Miss Ella, being swayed by emotions in educational management is extremely dangerous."

His voice carried a hint of dissatisfaction:

"The brilliance of individual success stories often shields the shadows of overall failure."

"Perhaps that’s true."

Ella nodded, but then her tone shifted:

"But I also thought of another issue. If our education system can only produce a large number of ’qualified’ Wizards but cannot create truly outstanding talents, then what is the significance of this standardization?"

"The future of Green Ring No.2 needs not only rule-abiding executors but also leaders capable of breaking conventions and creating groundbreaking innovations."

She looked at all the Masters present:

"We are facing a fundamental choice:

Is it to have a hundred mediocre but reliable craftsmen, or ten geniuses who might change the world, plus ninety relatively ordinary but uniquely characterized scholars?"

This question plunged the meeting room into silence once again.

Ron clearly saw a barely noticeable flash of annoyance on Hillas’ face.

"However, purely theoretical debates are indeed difficult to convince everyone."

Ella turned her gaze back to Ron:

"Ron Master, would you be willing to demonstrate the value of ’Resonance Technique’ through actual actions?

I mean, a more open, more comprehensive teaching demonstration."

Ron immediately understood Ella’s intention.

"You mean... a public lecture?"

"Not just an ordinary public lecture."

Ella’s voice became more excited:

"I’ve heard that under Professor Yutel’s guidance, you’ve recently become a rare Historian of the Main World, so why not showcase the integration of History and Resonance Technique?"

"Let all the Masters and students witness what kind of teaching effect occurs when ’Resonance’ meets ’historical projection’?"

This proposal instantly invigorated the atmosphere in the meeting room.

Historical projection essentially involves sharing the process of "immersing oneself into historical events," allowing observers to personally experience past scenes and emotions.

Speaking of which, this sharing has an extremely broad application in teaching, but also poses significant risks.

"Historical projection course... "

Hillas’ pupils slightly contracted, and his heart began to race.

But his expression still maintained the calm of a scholar:

"It is indeed an interesting idea.

However, the spiritual load of historical projection is extremely high and may be overly dangerous for Apprentices."

"The risks certainly exist." Ron admitted:

"But when used correctly, historical projection can provide students with unprecedented profound experiences.

They are no longer passive recipients of historical knowledge but truly ’experience’ history."

"And, within the framework of ’Resonance Technique,’ students have already learned to establish connections with different types of energy and consciousness.

Historical projection can be seen as a natural extension of this capability."

Ella’s interest grew increasingly intense: "What kind of historical scene do you intend to choose?"

"The workers’ uprising on Stoker Star." Ron didn’t hesitate:

"Allowing students to personally experience that tide of thoughts and conflicts, to feel the real ideas and emotions of people from different strata."

"This will not only enable them to understand the multifaceted nature of history but also help them better appreciate the value of their mixed heritage."

Upon hearing this choice, a wave of intense excitement surged within Hillas.

He forced himself to maintain outward calm, but his mind was already racing.

The workers’ uprising on Stoker Star—an event filled with violence, hatred, and despair.

The concentration of "emotional entropy" contained within far exceeds the safe range of normal teaching content.

If an accident were to occur during such a historical projection...

"This choice indeed holds significant educational value."

Hillas became ardently enthusiastic:

"However, given the uniqueness and potential risks of historical projection, I suggest we employ the academy’s most advanced ’Silent Dome’ as the teaching venue."

"Silent Dome?" Ron was somewhat puzzled.

"It’s a multifunctional teaching facility personally designed by Professor Weinard."

Ella explained:

"Internally equipped with a complete spiritual protection system and environment regulation functions, it can provide the safest guarantee for high-risk mysticism practices."

"I can take charge of equipment calibration and safety monitoring." Hillas volunteered:

"After all, combining historical projection with ’Resonance Guidance’ does have certain technical complexities. It requires professional support from an experienced Enchanter."

This proactive cooperative attitude surprised but also comforted Ella.

"That’s excellent, Hillas. It seems that although there are differences in our teaching philosophies, our goal of ensuring student safety is shared by everyone."