text:
Talk:Modern Greek/Writing lessons plan

Alphabet and pronounciation
There are some letters which have 2, even 3, ways of pronounciation. Here are some of them with respective examples:

κ: κάτω → /ˈkato/, κενό → /ceˈno/

γ: γάτα → /ˈɣata/, γύρω → /ˈʝiro/

χ: χαρά → /xaˈra/, χέρι → /ˈçeri/

γκ: γκαράζ → /ɡa'raz/, γκέτο → /ˈɟeto/

ι: πεδίο → /peˈðio/, πόδια → /ˈpoðʝa/, πιάνο → /ˈpçano/

νι: νίκη → /ˈnici/, χιόνια → /ˈçoɲa/

λι: λύκος → /ˈlikos/, λιώνω → /ˈʎono/

These are palatalization changes. The first group's are significant for right pronounciation, while for the second group's differences there is no solid rule about when an ι is pronounced as "i" or "y" (as in: your). On the other hand, i think i could understand someone who is not aware of them, but it would seem a bit alien. How is it in English which is spoken so much by non-native users?

What should we do with these letters? Should we enter in such details?

Christos 09:03, 1 July 2006 (UTC)

There are rules for both groups of letters. For the first group it depends on the following vowel, just like the letter G in English: g and a light vowel is pronounced as in "giant" and g with a dark vowel is pronounced as in "garden". Light and dark vowels are the same in English, French, German, Italian, Spanish, Gaelic and probably other languages.

For the second group, it depends on a) whether another vowel is following the i and b) where the stress is. Junesun 09:09, 3 July 2006 (UTC)

Yes, i think light and dark vowels are the same in Greek, too. [e] and [i] are light vowels, [a],[o] and [u] are dark vowels. So, plosive and fricative consonants become always palatal before light vowels.

For the second group, if the "i" is stressed then it has always the sound of the light vowel [i]. If it is not stressed and another vowel is following, then there is no strict rule when it is pronounced as [i] and when it is palatalized. Generally, keeping it as an [i] seems more refined, therefore a lot of science and cultural words are getting pronounced with [i], while more ordinary words follow palatalization. Sometimes we cannot determine how to pronounce a word if we don't know the context. E.g. χρόνια /ˈxroɲa/ (noun pl. years) vs. χρόνια /ˈxronia/ (adj. sing.femin. or pl.neuter lasting, inveterate). So the stress can only indicate clearly when we should pronounce it as [i]. Is there any other rule which i can't guess? Christos 13:26, 3 July 2006 (UTC)

Ok, I wasn't aware that there are two ways of pronouncing χρόνια. I thought a iota with following vowel always palatalizes, whereas if it stands alone it has to be pronounced as a full vowel in order to avoid clustering. Oh well, so Greek spelling is not quite regular. I don't think this intricacy should play a major part in the Writing lessons though.

I completely re-arranged the order and added a lot more words. Since it's hard to find enough words for the beginning when introducing them one at a time, and bcromwell justly pointed out that some letters will be familiar to students already and don't need a lot of introduction, I decided to instead try introducing all letters that are nearly identical to the English ones at once as a basis and then introduce the more unfamiliar ones one at a time. This appears to have worked, I now see lots of example words for each letter. I also introduced diphtongues separately rather than along with the main letter. I took care to include all changes you had made in the meantime.

For some letters, such as beta and gamma, we now have quite a lot of examples. On the one hand, we could introduce them earlier and thereby spread some of the example words to other letters, but on the other hand I think that introducing e. g. γ γκ and γγ in a row is not a bad idea. Maybe we should just use those for a "major revision" at the end of a chapter or at the end of the whole introduction. I'm not sure.

Junesun 13:45, 4 July 2006 (UTC)

Yes, sometimes we cannot be sure if we should pronouncee an "i" as [i] or palatalized. There are some songs of the 40's and 50's in which the singers where not palatalizing "i" at all. They have marked the song style of those years. Generally, it depends on the importance of the word. E.g. διαγώνιος /ðiaˈɣonios/ (diagonal), διαβάζω /ðʝaˈvazo/ (i read). There are also some other differences on pronouncing some letters, but these are more or less the same in English. For example, sigma is pronounced as [z] followed by voiced consonants as in τουρισμός /turiˈzmos/. Though, generally, i agree it is not something which will play a big role on the introduction. The reader has to get convinced that he can achieve pronouncing without so many tiring information for small details.

The new order of words and letters is very good and we could use the extra vocabulary either for a revision or even for some exercises. Nice work! Christos 22:09, 5 July 2006 (UTC)

I agree 100% on convincing the reader that he can pronounce Greek well. I believe that he will automatically absorb these details and exceptions at some point - for example I was always taught that the s in English always sounds as in "sing", yet in "rose" it's clearly a [z] sound and I never pronounced it [s] - without anybody mentioning that exception. Some things just come intuitively, at least if you listen to native speakers a lot, and you're not even aware that it's an exception to what you were taught until you think about it.

Thanks for the spelling corrections. I will start writing the writing lessons shortly. I definitely intend to include a lot of opportunities to practise - otherwise I could have used Greek words all the way. These foreign words and recognisable Greek words have the purpose of enabling the student to read some Greek on his own, even before he does his first lesson. He can focus on learning the alphabet now and Greek words later. Forcing him to learn both at the same time would complicate the matter.

Junesun 11:29, 6 July 2006 (UTC)

Handwriting
I believe that we should also show students how to draw the Greek letters by hand, rather than just teaching them to read and write them on the computer. Christos, could you make a neat drawing of the letters with arrows indicating the direction of strokes and scan it? Cursive letters too would be nice, since reading Greek cursive writing is a major challenge to students. If possible, use one of those exercise books they have in primary school where you write letters using 3 or 2 lines rather than just 1. With those it's easier to see the proportions, e. g. how tall letters are in comparison to each other. Thank you! Junesun 15:46, 4 July 2006 (UTC)

Here is a nice link i've found: http://www.xanthi.ilsp.gr/filog/ch1/alphabet/alphabet.asp. I will try to create something similar.

Unfortunately, i don't know cursive letters, cause they were not teaching them to us in school, so today only some older people may use a kind of cursive letters which are i guess quite easy to understand once you know typographical letters. There is no such problem as i've seen in Cyrillic alphabets. Have you found any texts with cursive letters? Christos 22:32, 5 July 2006 (UTC)

This demonstration on the site you gave is really good. Maybe we could link to it? Originally, I was thinking along the lines of : show the letter in a system of lines where it's easy to make out the dimensions (e. g. gamma is taller than iota, delta goes deeper than iota) and have arrows to indicate how to draw it. Or step-by-step drawings. Or maybe a .gif animation. A video is great of course, the only disadvantage to the one on Filoglossia is that it's not that easy for the student to see how the letters would fit on/above/below a line, also because the video is shot at an angle.

As for cursive letters I mean everyday handwriting - in handwriting you normally don't write each letter separately (as we're doing for the lessons) but have them flow into each other, which means that you have to change the way you write them. I do believe that Greeks do that, too... Here's an image of handwriting taken from the old Assimil Greek book:. I find it really hard to decipher, even though I can read Greek on the computer almost as quickly as English. Btw, I really like how Assimil and also "Communicate in Greek" make use of funny little cartoons throughout the book to revise what was taught, e. g. in the lesson on asking for the way you'd see the picture of a man wearing a mask and carrying a gun asking "Υπάρχει καμία τράπεζα εδώ κοντά;" and a person pointing him in the right direction... I doubt we can find somebody to invent cartoons like that for us though and they're not actually necessary, just fun. First priority for the regular lessons are dialogues of course, since the vocabulary and grammar sections will be based on that.

Junesun 11:29, 6 July 2006 (UTC)

Well, cursive script is not used any more so widely. Personally i haven't seen someone using cursive letters in ordinary writing these days, while this image from the link seems to be quite old (and maybe a bit artistic), cause polytonic symbols are used, so it might be over 25 years old. So, i guess there shouldn't be any anxiety for such texts. In my opinion they are very rare and not following exact rules.

These cartoons are really good. I see such ones very often in newspapers and magazines, but i guess they are copyright. Maybe we can't find some somewhere for free...

Christos 10:35, 7 July 2006 (UTC)

Vacation
I'm in the USA until August 7th, participating in conferences and visiting NYC, Harrisburg, Lancaster and Boston. Because of this, I probably won't have time to continue writing the lessons until afterwards. I'm also not sure whether, when and where I'll have internet access. Perhaps you could make a few recordings of Greek words to illustrate the sounds of the first few lessons or drawings for the letters in the meantime? Your help is invaluable and much appreciated. Junesun 12:52, 22 July 2006 (UTC)

I'm in the middle of a vacation period, too, so I was not active the last weeks. Soon I will continue with some recordings and drawings as well. Enjoy your vacations! I was in NYC last year and it was really great! Christos 22:28, 22 July 2006 (UTC)

I have not forgotten about this, it's just that Unilang has chosen Korean for the next Language Learning Month and I'm working hard to get the basics of a Korean writing course similar to this one done before the month begins. A lot of people will be using the course then. After I'm done with that I'll write the remaining lessons for this course. Junesun 08:16, 31 August 2006 (UTC)

To contributors
First of all: thank you very much, Christos, for your relentless help and for putting up with my bad Greek spelling. Even though I found that I will need one more lesson than originally planned, the writing lessons will soon be done now that I'm back from my holidays. I believe that the students will have an abundant amount of reading practise throughout the lessons. Since I found a few more words for the rare final letters, the last lesson will contain a decent amount of exercise, too. Once I have written the last RWP lesson, we will still need to include sound files (especially of difficult letters like Γ γ and Χ χ, but having at least one sound file for every letter would be nice) and possibly images showing how to write Greek letters on paper. For the sound files I just had the following idea: how'bout looking for vital Greek words such as Καλημέρα and using these as an illustration for the sounds? Imho, this would have three advantages: 1) the student will learn genuine and typical Greek sounds, rather than learning how the Greeks mispronounce e. g. the name "George Bush"; 2) no words from the practise lists need to be used up for explanation;  3) without being aware of it, the student might already pick up on vital vocabulary, if he listens to the sound files a couple of times to perfect his pronunciation. The only disadvantage that I can see is that we'd have to make an effort to find Greek words that don't require letters which haven't been introduced yet.

Once the RWP cycle is complete, I will devote myself to the actual language lessons, as outlined at Talk:Modern Greek. However, I will definitely need help from native speakers or advanced students there. You need to write natural-sounding dialogues because I'm not yet at a level where I can presume to do so. I'm very happy if my sentences don't contain any mistakes, I can't even begin to think about writing them in such a way that they sound natural to a native speaker. I believe I can write reasonably-good grammar explanations and of course vocabulary lists though. We'll have to see about exercises, cultural notes and the like. What do you think?

Junesun 17:17, 19 August 2006 (UTC)

Indeed, we have so far a lot of words and this gives the benefit that readers will realize that the Greek language is not so alien as some of them were probably thinking before. I am currently working on creating some kind of pictures illustrating the way of drawing greek letters. I've already created a sample about capital Alpha (picture). What do you think about it? All comments and remarkings are welcome.

About sound files, i think you are right on your 3 arguments. If we give a sound file for the Greek accent of mispronouncing e.g. "George Bush" then a possible result would be that the reader would feel that the Greek accent is funny or even wrong, so Greek words should better be prefered. I guess we have to concentrate in some way on the pronounciation of the letters and the sounds of the language, so that the reader will at the end be able to pronounce every single word he'll meet. Maybe if not all, some of the words we already have can be used for this purpose.

Though, I'm thinking a possibility that the reader might combine the common words as words and not as sounds of letters, so s/he'll lose the aim of the lessons. But surely that shouldn't be something expected by users who have the will to learn. I'm not sure whether or not this should be significant for the sound files, what do you think?

Dialogues will be very helpful and i can surely help on creating them. If you already have thought about a topic for a dialogue e.g. greetings, asking for names, etc. i can make one or if you already have a ready one i can translate it into Greek in order to make it seem native and natural. Generally what do you believe? Should we use kindness plural or just 2nd person in the first lessons?

Christos 19:22, 20 August 2006 (UTC)

 * That picture looks very good! It's clear and easy to understand and if ever a different-language Wikibooks was to make lessons, they could re-use it without problems. The only thing I would change is to indicate the line below the base line, because that space will be used later by small Gamma, Rho and the like. If students then fail to notice that there is suddenly another line below where they usually started, they might draw Gamma as standing on the baseline. So I believe that having the same background of lines for each letter would make it 100% clear. Besides makes the work easier: draw that background once, then draw each letter on it.

 * The RWP lessons are about the writing and the sounds of the letters. I do not plan to change them in a major way except by adding drawings and sound files. The pronunciation of each letter will remain explained as it is now, through English equivalents and IPA, but as an addition the user will be able to listen to words (original Greek words) containing that sound, as an example. I do not think that that will make him focus on learning those example words as words, as long as the lessons make it clear that they are illustration... if you're believe that students will not learn the sound of letters this way, maybe we should just record the raw sound or the letter names.

 * As laid out in the lesson plan, the first lesson will be about greetings and "How are you?" conversation. Something along the lines of: "Hello ... ! How are you?" - "Hello ...! I'm very well, and you? Are you doing well?" - "So so." Any important phrase not mentioned in the text can be listed in the vocabulary or grammar section. The second lesson will build on what the student knows from the first lesson (eimai, eisai or eiste; how to form questions) and add regular nouns and adjective endings. That allows for a somewhat more interesting conversation, probably introductions: "Hello! I'm ... . Who are you?" - "I am ... . I'm an American. Are you the teacher?" - "No, I'm a ... ."  You could also use words like "tired", "busy" or the like, but they have to be regular adjectives. It would be nice to have a common scenario for all the lessons, with recurring characters, since that increases the student's interest. How'bout the story of an American who went to Greece to participate in a language course? I think most lessons could fit in with that. The first one would be him meeting a Greek friend after his arrival in Greece (I wonder whether a phrase like "Are you tired from the flight?" would be too complex) and the second lesson could be  the American trying to find his way around the campus. Questions like "Where is the classroom?" would even be within the scope of the grammar taught, as long as the answer isn't more complex than "it's here/there"...

 * As for the formal/informal question: I don't know. What is most common in Greece nowadays? If addressing a stranger with 2nd personal singular (because that's the danger the student is in) is not a big offense, I would go for eisai instead of eiste. (Excuse my romanised spelling, I'm using my laptop and don't have my Greek typing tool installed here)

 * Junesun 20:51, 20 August 2006 (UTC)

 * You are right about the baselines. I uploaded a version of the same sample image in which the baselines above and under the letter are shown. There are 2 options of the final images, i) 24 such images, one for each letter (capital&small) ii) a large picture which will contain a bunch of lines with the whole alphabet. Or even maybe both, the first at the point of the presentation of each respective letter and the large one for the final wrapping lesson. In the first case, the letter images can be put at the start of each letter presentation and the large image can be used at the last wrapping up lesson. Maybe except the sound files of some words, we can add sound files to each letter as you said with the name of the letter or the sound of it, like the sound files in the IPA articles of Wikipedia.

 * I will think and write down some dialogues for the scenario you said. It is ok in order to cover the needed words and phrases as a start, even a "How was the trip?" («Πώς ήταν το ταξίδι;») phrase is possible without going too deep too soon. I think using formal kindness addressing (2nd person plural in Greek) would be better, cause eventhough it's not an extremely great offense to address someone in informal way, it's really better to have a formal way of speaking in order to gain the attention and interest of the other speaker, especially for this case that the reader won't be Greek. In which lessons will the dialogues be added?

 * The dilemma i had before about the sound files i guess is solved now. Giving the sounds of these common words will step-by-step make the reader understand the relation of the words and get used to the sound of the letters. So maybe we can upload sound files for all the words of those lessons.

 * Christos 17:47, 21 August 2006 (UTC)

 * I believe the first option (having 24 images) is much better, since otherwise the student will see all letters in the first lesson already and that might scare him off. Having 24 images to use during the lessons and then one summary image for the end is even better. Additionally, I will create an exercise sheet containing each letter on a separate line (with all base lines), so that the student can print out the sheet and make his own writing attempts right next to the letter.

 * Having sound files throughout the lessons would be a great achievement and it would definitely make this course the best language course available on Wikibooks ;-) It's just a lot of work. Let's focus on including sounds in the RWP lessons first, since that's where they are needed the most, to give the student the ability to pronounce every unknown Greek word he sees.

 * Whenever you're inspired, you can put the dialogues in the lessons in the new course section I just created. If you have an idea for a dialogue that is not part of the lesson plan yet, place it in Modern Greek/For future use so that it won't get lost.

 * Thank you so much for your contributions! I couldn't do this without you.

 * Junesun 14:06, 23 August 2006 (UTC)

title: Talk:Modern Greek/Writing lessons plan


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text:
Muggles' Guide to Harry Potter/Books/Chamber of Secrets/Chapter 5

Synopsis
Summer ends quickly, and it is time to return to Hogwarts. After several false starts, everything is loaded into Mr. Weasley's car, the flying Ford Anglia. Mr. Weasley has apparently charmed the car so that everyone fits in easily, though Mrs. Weasley apparently thinks it is normal for Muggle vehicles to be this large inside. With the trouble getting started, by the time they arrive at King's Cross Station, it is nearly time for the Hogwarts Express to depart. Everyone but Harry and Ron are on the platform. Something is now blocking the passageway. The clock strikes 11:00 a.m and the train has left, stranding Harry and Ron at the station.

Harry suggests waiting by the car, but Ron is worried his parents may be unable to return (except in the US edition, where Ron states that his parents can Apparate). In a panic, Ron suggests flying to Hogwarts in the car. They take off, soaring above the clouds, dipping below occasionally to see where the Hogwarts Express is. The flight is uneventful until they reach the school. On the final approach, the car loses power and crashes into the Whomping Willow, the impact breaking Ron's wand. The massive tree seemingly comes alive, violently pounding the car. The battered Ford extricates itself and lands on the ground, ejecting Harry, Ron, and their luggage, before wildly driving off into the Forbidden Forest.

Peering through a window into Great Hall, Harry and Ron see the Sorting ceremony underway. Unable to locate Professor Snape at the staff table, they speculate on why he is absent, only to find him standing behind them. In his office, Snape demands an explanation and wants to know where the car is—the Evening Prophet has reported that several Muggles saw a flying car. Snape fetches Professor McGonagall, who asks why they did not send an owl. Harry admits he never thought of that.

Professor Dumbledore enters, and, on hearing the story, says he will be writing their parents, though Harry and Ron will not be expelled. Their House Head, Professor McGonagall, will determine their punishment. After Snape and Dumbledore leave, Professor McGonagall assigns them detention but does not deduct any House points. She also mentions that Ginny was sorted into Gryffindor House. The boys are provided sandwiches before heading to their dormitory.

Hermione meets them outside The Fat Lady's portrait and gives them the password ("wattlebird"). Though she is unhappy at what they have done, as are Harry and Ron, the other Gryffindors in the Common room applaud their audacity for driving a flying car into the Whomping Willow.

Analysis
Something or someone has acted to prevent Harry from getting to the Hogwarts Express. This could be related to Dobby's previous warning that Harry must not return to Hogwarts, though there is no direct proof yet to support that. Harry is starting to tie these clues together, however. Harry and Ron's reaction to this incident shows the boys' immature, illogical, and linear thinking here. Rather than go and wait by the car or return to The Burrow to see if Mr. and Mrs. Weasley return there, Ron's panicked solution is to fly directly to Hogwarts. Harry simply goes along with this ill-conceived plan, having no better idea about what they should do.

The Whomping Willow incident affects Harry and Ron in different ways. Unfortunately for Ron, in addition to being punished, it results in his wand being broken. It takes some effort to select a new wand, and they are costly. Ron, probably in serious trouble for taking and wrecking his father's car, is unlikely to admit to his parents that he also broke his wand. Just how effectively a damaged wand can perform is unclear. Even though Hagrid's wand was snapped in two after he was expelled, as mentioned in Harry Potter and the Philosopher's Stone, the broken pieces hidden in his umbrella still seem able to cast spells. How that compares to Ron's wand is unknown yet, though Ron will certainly have to make temporary repairs and carry on as best he can with a damaged instrument.

Harry is also punished, though he was mostly a passive participant. For him, the incident brings more unwanted attention, resulting in Hermione's stern disapproval while the other Gryffindors are mostly delighted by what they consider to have been a deliberately orchestrated prank to make a grand entrance. Rather than basking in his House's enthusiastic approval, Harry is utterly humiliated.

Snape, meanwhile, dearly wants Harry gone, and he is hoping that McGonagall or Dumbledore will expel him, along with Ron. Snape is disappointed that Dumbledore requires that he leave Harry and Ron alone with McGonagall—Snape obviously wanted to witness, and probably have some role in setting, Harry's punishment. McGonagall, though never losing her sternness, wants to be fair. She likely knows Ron will be strongly disciplined by his parents, and lightens her own punishment accordingly, even though this allows Harry to get off relatively easily.

Two nominally-inanimate objects play an important role in this chapter. The Ford Anglia initially seems only to be a vehicle that has been enchanted to fly, probably by Mr. Weasley. However, after dumping the boys onto the ground, it appears to be much more than that, tearing off into the Forbidden Forest like a wild animal suddenly set free. This indicates it may have become somewhat sentient, though Mr. Weasley probably never intended that. Also, the Whomping Willow is, obviously, no ordinary tree. It reacts violently when the flying car crashes into it, attempting to smash it, and Harry and Ron, to bits. No explanation is given for its behavior, though it may also have been charmed in some way. It is curious that neither boy seemed aware that the tree, planted in a very visible and accessible location on the castle grounds, has this capacity. If it is that dangerous, then why are students never warned to keep away from it? One has to wonder why such a dangerous tree is there at all.

Review

 * 1) What kind of tree do Harry and Ron crash into?
 * 2) What House is Ginny sorted into?
 * 3) Why does McGonagall give Harry and Ron such light punishments, considering how serious their actions were?

Further Study

 * 1) What or who would prevent Harry and Ron from passing through the barrier at King's Cross? Give possible reasons why.
 * 2) Why would a tree attack Ron and Harry?
 * 3) Why would such a dangerous tree be planted on Hogwarts' grounds? What is its purpose? Who might have planted it there?
 * 4) How can the car drive itself off into the Forbidden Forest? Why does it go there?
 * 5) Why did Ron fly directly to Hogwarts? Was his explanation to McGonagall believable? What should he and Harry have done instead?
 * 6) Why is Hermione angry at Harry and Ron while the other Gryffindors applaud them? Which is right?

Greater Picture
Ron's broken wand will be a useful plot element, as it produces humorous effects throughout the story, finally backfiring at an opportune time, rendering a major threat harmless to Ron and Harry. Ron receives a new wand after his father wins a contest at the beginning of the next book.

Also, the flying Ford Anglia, which takes on a life of its own, probably due to Mr. Weasley's spells on it, later plays an important role in this book, saving Ron and Harry from a colony of Acromantulae. It will never be seen after that time, however, presumably roaming wild in the Forbidden Forest.

The Whomping Willow is also an important plot element in the next book, though no explanation will be given for its violent behavior until near the end of that book. Unlike the Flying Car, the tree will be seen again, and it is learned later that it was planted over an entrance to a tunnel leading from the castle grounds to the Shrieking Shack, where, as a student, Remus Lupin, a Werewolf, was confined during every full moon. This tunnel, which proved useful some thirty years before the series began, and becomes an important plot device in the third book, is also utilized in the final book.

Connections

 * The Whomping Willow, seen here for the first time, will be explained in Harry Potter and the Prisoner of Azkaban. The Willow, and the passage it guards, will appear again in Harry Potter and the Deathly Hallows.
 * The way wands behave when broken, and how and whether they can be mended, is touched upon throughout this book. We see mention of this also in Harry Potter and the Philosopher's Stone, in the context of Hagrid's wand having been snapped, and in Harry Potter and the Deathly Hallows, when it is Harry's wand which is nearly destroyed.


text:
Muggles' Guide to Harry Potter/Books/Chamber of Secrets/Chapter 6

Synopsis
The next day begins less appealingly. Errol, the Weasleys' decrepit owl, delivers a Howler for Ron during breakfast in the Great Hall. Neville urges Ron to open it, warning that ignoring it is worse. Ron opens it, and Mrs. Weasley's amplified voice scolds him for taking the car and jeopardizing his father's job, leaving Ron utterly humiliated as his bemused classmates look on.

Professor McGonagall hands out timetables; first class is double Herbology with the Hufflepuffs. Hermione, apparently no longer annoyed by Harry and Ron's antics, accompanies them to class. Professor Sprout arrives late. She was tending the Whomping Willow, "assisted" by Professor Lockhart who gave "valuable pointers."

As a disgruntled Professor Sprout directs the class to Greenhouse Three, which contains the more interesting and dangerous plants, Professor Lockhart draws Harry aside. He says he understands why he and Ron took the flying car—for fame and recognition. Lockhart blames himself for giving Harry a taste of fame at Flourish & Blotts and ignores Harry's protest that he and Ron only wanted to get to school.

The class prepares to transplant Mandrake seedlings. Mature Mandrakes have restorative properties, but their cry is fatal without ear protection. The Trio is joined by Justin Finch-Fletchley, a Hufflepuff, who casually mentions that he is Muggle-born and was headed for Eton before getting his Hogwarts letter.

Next class is Transfiguration with Professor McGonagall. Harry seems to have forgotten all he learned last year and is unable to Transfigure his beetle into a coat button. Ron is having problems with his wand. Although he repaired it with magical tape, it is producing grey smokey clouds and strange noises.

After lunch, Harry is cornered by little Colin Creevey, who wants to take Harry's picture to show his parents that he has actually met "Harry Potter." Overhearing this, Draco badgers Harry about signing photos. Lockhart comes over and forces Harry to pose for a photo, then hauls him away for some "fatherly advice" on handling fame. They enter Defence Against the Dark Arts class together, although Harry hides in the back.

Lockhart sets a test to see how much the students know about him. Predictably, Hermione, who apparently thinks Lockhart is wonderful, gets a perfect score. Next, Lockhart releases Cornish Pixies into the classroom, but he is unable to control them. At the bell, he flees, leaving it to Harry, Ron, and Hermione to get the remaining Pixies back into their cage. Ron and Harry are now suspicious about how truthful Lockhart's books really are, though Hermione still seems to suffer from hero worship.

Analysis
Harry's disdain for fame is reinforced here, and it is a stark contrast to Lockhart, who can never have enough. As in Flourish & Blotts, Harry is uncomfortable with his celebrity, particularly as expressed by Colin Creevey, a rabid fan. Creevey, in his enthusiasm at meeting Harry, is oblivious that Harry may prefer to avoid being photographed, or that he dislikes fame. Of course, others take it out of context: Draco Malfoy makes noise, in his usual way, about Harry signing autographs, while Lockhart, plainly believing Harry is as fame-mongering as he, lectures Harry on going too fast with his career as a celebrity. The self-centered Lockhart assumes no one would deliberately shun the limelight, and so disregards Harry's preference to avoid being photographed. Lockhart has blatantly overstepped his bounds when he insists Harry be photographed with him, exploiting a chance meeting solely to garner even more publicity for himself.

Also, back at Hogwarts, Ron and Harry are having doubts about their Defence Against the Dark Arts teacher. If Gilderoy Lockhart has accomplished so many incredible things, why was he unable to handle something as simple as the Cornish Pixies? One wonders how he was able to even catch them for the demonstration. Hermione, who may have developed a crush, defends Lockhart, claiming he has accomplished many things. Ron shows insight here when he astutely remarks that Lockhart never offers any real proof about anything apart from his word. One must wonder why Hermione is so blind to Lockhart's deficiencies, even at this early stage. Readers can see for themselves that Lockhart's charm and charisma are coupled with his arrogant and condescending behavior to the other faculty, blatantly offering advice to those more expert than he. We suspect that the faculty are fast becoming annoyed and are certainly wondering just how competent he actually is.

Readers should perhaps take notice that Professor Sprout is able to tend the Whomping Willow's injuries in, apparently, complete safety. This certainly indicates that the tree's violent behavior can be managed when needed. This begs the question that if the tree can be controlled in this way, then why is it allowed to attack anything that comes within close proximity to it?

Review

 * 1) Does the spell Professor Lockhart uses to control the Pixies work? If not, why? Is there anything strange about it?
 * 2) Why is Professor Sprout so annoyed?
 * 3) Why does Ron receive a Howler? Who sent it?

Further Study

 * 1) How was Professor Sprout able to "bandage" the damaged Whomping Willow without being injured herself?
 * 2) Is Gilderoy Lockhart's teaching likely to be useful to Harry, Ron and Hermione? Explain.
 * 3) What does Ron have to say about Lockhart's claims in his books? Is there evidence to suggest that he may be right?
 * 4) Why would Lockhart give a test that only has questions about himself?
 * 5) Why does Hermione seem to believe everything Lockhart claims about himself in his books, despite emerging evidence to the contrary?

Greater Picture
Hermione's trust in Lockhart's abilities continues unabated throughout much of the book, despite significant evidence he is a sham. He will never again demonstrate Defensive magic, while the Dueling Club he starts proves to be a travesty, and his attempt to heal Harry's broken arm results in it being de-boned, among other less-than-stellar accomplishments. Why then, does Hermione persist in believing in his abilities? The author provides us few clues, but Ron, who is often an astute observer, speculates in later years that Lockhart's good looks enthralled Hermione (as well as many other females), and that certainly seems what is happening here. Also, Hermione has a subconscious trust in books, and a belief that if something is documented in writing, it must be true. In this chapter, she does comment, "Look at all the things he's done!" Ron, more skeptical, seems to doubt that what is printed in the books must be accurate. We will see this blind faith in published works again as late as Harry Potter and the Half-Blood Prince, where Hermione stubbornly sticks to the text in her Advanced Potion-Making textbook, despite the hand-written marginal notes in Harry's copy that produce far better results.

Connections

 * The Whomping Willow, which plays little further part in this book, will have a significant role in Harry Potter and the Prisoner of Azkaban, and will reappear briefly in Harry Potter and the Deathly Hallows.


text:
Muggles' Guide to Harry Potter/Books/Chamber of Secrets/Chapter 7

Synopsis
During the first week of classes, Harry has avoided Professor Lockhart with some success and Colin Creevey with less, only to be awakened far too early Saturday morning by Oliver Wood who wants to start Quidditch practice before the other House teams. At the pitch, the team finds they have been preempted by Slytherin, armed with Professor Snape's note giving them permission to use the Pitch to train their new seeker: Draco Malfoy. Also, Draco's father has donated new Nimbus 2001 brooms that are even faster than Harry's Nimbus 2000.

Ron and Hermione arrive to watch the practice. As Draco mocks Gryffindor's brooms, Hermione comments that nobody on the team had to buy his way in, they made it on pure talent. Malfoy, angered by the aspersion, calls Hermione a "filthy mudblood." When Ron retaliates by casting a jinx at Malfoy, his broken wand backfires, jinxing him instead. Hermione and Harry carry him, belching slugs, to Hagrid's hut. Hagrid uncharacteristically criticizes Professor Lockhart, suggesting that his books may not be entirely truthful. He also mentions that Lockhart was the only applicant for the Defence Against the Dark Arts job. Apparently word is out that the position may be jinxed.

Hagrid is shocked that Malfoy called Hermione a mudblood, which Ron explains is the most insulting term used to denigrate a Muggle-born's ancestry. Hagrid also says Lockhart was annoyed when he told him that Harry was more famous than Lockhart would ever be. Hagrid then shows the Trio his pumpkin patch. Apparently, despite being prohibited from performing magic, he has used an Engorgement charm. The pumpkins, with a month to go before Hallowe'en, are the size of small boulders.

Professor McGonagall assigns Harry and Ron their detentions. Ron will be polishing silver with Mr. Filch without using any magic; Harry has to help Professor Lockhart answer his fan mail.

That evening, Harry arrives at Professor Lockhart's office, which is decorated with pictures of Lockhart. As midnight nears, Harry, worn out with stuffing envelopes, hears a low voice muttering violently. Jerking to attention, Harry strains to understand the words. Lockhart hears nothing, but noticing the late hour, dismisses Harry.

Ron arrives at the dormitory soon after. He had one final slug attack on a Special Award for Services to the School. Ron thinks it odd that Harry could hear the voice and Lockhart could not, particularly since the door had remained closed. Even if someone was invisible, they would need to open the door to get in.

Analysis
Several main plot points are highlighted. The first is Draco's addition to the Slytherin Quidditch team, and the team's new brooms, which are probably related. Slytherin House students are known to use any advantage to achieve their goals, and it is likely that Draco, wanting to oppose Harry in Quidditch, used his father's influence to be made Seeker, while the team willingly accepts the Malfoys' generous terms to gain a competitive edge with superior racing brooms. Likely Draco's plan was to humiliate Harry by out-flying him. We do not yet know how well this will work.

Bigotry, a recurring theme throughout the books, is brought into focus here by Draco's animosity towards those he perceives as inferior. Though the Weasley family is pure-blood, Draco despises them for their poverty and their concern for Muggles, in a pattern he almost certainly learned from his father. Similarly, he taunts Hermione about her Muggle parentage, calling her a "Mudblood," a term so derogatory that it shocks Ron and Hagrid, though neither Harry nor Hermione are sure what it means. Hermione, on the other hand, accuses Draco of buying his way onto the Slytherin team through his father's gift, using money and influence, rather than talent and hard work, to obtain what he wants. Although he would claim otherwise, Hermione's words apparently do sting Draco, and his ongoing resentment is likely as much about his jealousy over Hermione's superior intellect and Harry's fame and talents, as about their Muggle antecedents. Being an only child with a cold, disciplinarian father, Draco may even subconsciously envy Ron's large, loving family and the close friendship he enjoys with Harry and Hermione. Draco lacks true friends, instead garnering hangers-on like Crabbe and Goyle, who he also considers inferior to himself, and as little more than lackeys to support him. Ironically, Draco is likely talented enough to have become Slytherin's Seeker on his own merits, but rather than work hard to make the team, he instead opts for a short-cut method to immediately achieve what he thinks he already deserves.

Mr. Malfoy's "gift" also reflects much about his character. Rather than teaching his son to work hard to achieve his goals on his own merits, and already dismayed by Hermione, a Muggle-born, outperforming Draco academically, as well as Harry's superior talents, he freely abused his position to elevate his son's prestige, as well as enhance the Malfoy family's image; now Mr. Malfoy can brag about Draco's "accomplishments".

Another point is Ron's damaged wand. Even after mending it with Spell-o-Tape, it performs unpredictably, producing gray smoke clouds and odd noises, and now we see it may not cast spells in the desired direction, even when it does work. Ron, naturally, is frustrated, not only because he is unable to perform magic correctly, further lowering his confidence, but with knowing that, as poor as his parents are, he will probably have to make do with a damaged wand that was already a shoddy hand-me-down, for a long time to come.

Solidarity is shown among the faculty, and one teacher will rarely criticize another. This is stated explicitly in a later book, but has been only implied so far. Given that Hagrid mentions that Lockhart's books might not be entirely truthful, one gathers that there is probably much suspicion in the staff room that Lockhart is far less competent than he claims. Given this, and Ron's previous comment that Lockhart offers no proof to back his claims, readers may surmise that Lockhart's abilities are suspect.

Lockhart's personality is served up in large quantity as Harry performs detention. Lockhart clearly believes Harry is as celebrity-driven as he, and therefore needs tips on how to handle fame. Lockhart revels in being famous, to the extent that spending hours every week sending out multitudes of autographed pictures is tolerable. Possibly, Lockhart's self-image is fueled by the belief that, being so widely known, he is universally loved, and he is unable to conceive that anyone is not similarly craving affirmation by the masses.

This also marks the mysterious voice's first appearance. Something seems murderously angry in the castle, and Harry is concerned enough that he needs to discover what it is, despite his worries that only he can apparently hear it.

Review

 * 1) Why was Draco made the new Slytherin Seeker? Is he capable?
 * 2) Why does Draco call Hermione a Mudblood? What does this mean and what is her reaction?
 * 3) Why would Snape give the Slytherin team permission to use the Pitch, even though it was previously reserved for Gryffindor?

Further Study

 * 1) Why is Lockhart unable to hear the voice that Harry can? Where is the voice coming from?
 * 2) Why would Hagrid be forbidden to perform magic?
 * 3) Why does Hagrid believe Lockhart's books may not be entirely truthful? What evidence is there?
 * 4) Why does Draco consider the Weasley family inferior, even though they are pure-blooded wizards like himself? Is there more than one reason? If so, what?
 * 5) Why would Harry and Hermione take Ron to see Hagrid, rather than to the Hospital Wing, after he accidentally curses himself?

Greater Picture
The Award for Special Services to the School is specifically singled out in later chapters because it was the one given to Tom Riddle. Tom plays a large part later in this book, and a significant part in the overall series.

The voice Harry heard in Lockhart's office was the Basilisk, the monster in the Chamber, which has been released and is roaming the school. Only Harry can hear the voice because he is a Parselmouth; to everyone else, the sound is a low and undefined hissing noise. Interestingly, Harry perceives Parseltongue as English, something that is an important plot point later in the series.

When Hermione learns Harry can understand snakes, knows the Monster's effect, and determines it is probably using the plumbing to move through the castle, she eventually concludes it is a Basilisk. Harry is able to obtain this information from her after she has been Petrified.

It is also important to note that Ron's wand backfired, jinxing him, rather than Malfoy, the intended target. While we have seen Ron's wand produce unintended strange sounds and smoke, producing the wrong spell, this is the first time a wand malfunctioning this way has been shown. This plays a big part when Harry, Ron, and Professor Lockhart delve into the Chamber of Secrets to rescue Ginny.

It is also interesting to note, though it is unrelated to the plot, that Hagrid's wand, which Harry correctly suspects is hidden within Hagrid's umbrella, was snapped in two when he was expelled from Hogwarts. However, even in its severed state, it appears to work reasonably well when he has occasionally been seen using it, while Ron's badly damaged and barely intact wand performs quite poorly, even when wrapped with Spell-O-Tape. Also, when Harry's wand is severely damaged by Hermione's ricocheting spell in Harry Potter and the Deathly Hallows, it becomes totally unusable, though it will later be repaired with singularly powerful magic. It is unknown why Hagrid's wand continued to work and the others did not, though the way in which each was damaged likely had some effect. While Ron's and Harry's wands are broken beyond normal repair, the inner core in Hagrid's wand may only have been slightly damaged when the wand was snapped in two. Hagrid, in fact, comments that his broken wand is less powerful than he expects it to be. It has been suggested that, as Dumbledore's wand seems to be capable of mending Harry's broken wand in the final book, Dumbledore, who never believed that Hagrid was the one who opened the Chamber, may have mended Hagrid's wand on condition that Hagrid keep it secret. Harry's wand does regain its full power after being mended, but we can assume that Hagrid's, being deliberately snapped, was more thoroughly broken, and so the repair might not have been as effective. This would explain why Hagrid's broken wand does not show the same random behaviour as Ron's, or the complete failure of Harry's.

Connections

 * The effects of a wand being broken are noted here. This will be important later in this book, and will also play a part in the final book.
 * Harry's being unable to distinguish between Parseltongue and English, which we first see in this chapter, will be noted again twice in this book, in The Dueling Club and the chapter named The Chamber of Secrets. This also proves to be a plot point in the final book.
 * When Professor Lockhart reappears in Harry Potter and the Order of the Phoenix, the only part of his persona which remains intact seems to be his handling of his fan mail. As he has done in this chapter with Harry, he immediately co-opts the Trio and Ginny Weasley to address envelopes for him.
 * Hagrid's almost-overlooked comment that the Defence Against the Dark Arts position may be jinxed, and that there are few applicants for it, is part of a larger and as yet unrevealed pattern. In Harry Potter and the Order of the Phoenix, the twins run down the list of the four incumbents in that position during Harry's career at Hogwarts, and note that all four of them have lasted only one year. By early in the school year of Harry Potter and the Prisoner of Azkaban, it is common knowledge, apparently, that Professor Snape dearly wants that post, but despite Professor Dumbledore's reported difficulty filling the position not only in Harry's second year, as reported here by Hagrid, but in his fifth year, as reported by the Twins, it is only in Harry's sixth year that Dumbledore appoints Snape to it. It is also in Harry's sixth year that we learn of Dumbledore's belief that the post has been jinxed by Voldemort. Clearly, Dumbledore expected that Snape would also only last a year in that post, and, as Snape was at that point secretly Dumbledore's ally against Voldemort, Dumbledore did not want to risk his going mad, dying, or otherwise losing his ability to help Dumbledore after the year was complete. It is only in the final book in the series that we learn Dumbledore planned to have Snape become Headmaster upon Dumbledore's death, fated to happen at the end of Harry's sixth year, which was also Snape's first and only year as teacher of Defence Against the Dark Arts. Dumbledore apparently believed that once he was gone, Voldemort would place one of his own stooges in that post and would vacate the jinx on the post, thus, probably, saving Snape to carry on Dumbledore's mission after his death.


text:
Muggles' Guide to Harry Potter/Books/Chamber of Secrets/Chapter 8

Synopsis
October is marked by continuous rainstorms; the lake rises, the flowerbeds turn into muddy streams, and Hagrid's pumpkins have grown as big as garden sheds. Oliver Wood, however, sees no reason to let up on Quidditch practice, so it is hardly surprising that Harry is soaked and dripping mud as he heads to Gryffindor Tower after practice. On the way, he meets Nearly Headless Nick, and they discuss their respective troubles: Nick is upset because his application to join the Headless Hunt has been rejected again; being only nearly headless disqualifies him. Harry, meanwhile, dreads the coming game with the Slytherin Quidditch team, mounted on their new Nimbus 2001 brooms. Mrs. Norris, Filch's cat suddenly appears, and Nick warns Harry that Filch is in a bad mood. Filch's sudden appearance through a tapestry thwarts Harry's escape attempt. Incensed by the water and mud dripping off Harry's Quidditch robes, Filch orders him to his office where he fills out a form recommending punishment for "befouling the castle." A loud noise interrupts him, and Filch charges off after Peeves, hoping he has done something unforgivable that will permanently ban him from Hogwarts. During Filch's absence, Harry notices an envelope on his desk for a correspondence course called "Kwikspell," for home-study magic. When Filch returns, he notices the envelope has been moved and, embarrassed, lets Harry go.

On exiting Filch's office, Harry meets Nearly Headless Nick again. Nick arranged for Peeves to tip over a black and gold cabinet to distract Filch. Nick invites Harry to his Deathday Party to celebrate the five hundredth anniversary of his death, which occurred 31 October, 1492. He also invites Ron and Hermione, who are both keen to attend.

On Hallowe'en, the Trio descend to the Dungeons and are met by Nick and a panoply of ghosts, including Moaning Myrtle and Peeves. The gathering is rather uncomfortable for the living, and when Peeves insults Moaning Myrtle, causing her to run off sobbing, Harry, Ron, and Hermione decide it is time to leave.

As they exit the dungeon, Harry hears the same voice as in Professor Lockhart's office. He follows it, with Hermione and Ron tagging behind, through the Entry Hall to the first floor. Sloshing through water covering the hallway's floor, he sees writing on the wall: "The Chamber Of Secrets Has Been Opened. Enemies Of the Heir, Beware." Mrs. Norris is hanging from a torch bracket, apparently dead. Before the Trio can react, students leaving the Hallowe'en Feast surround them. Malfoy's voice rings out: "Enemies of the Heir, beware! You'll be next, Mudbloods!"

Analysis
The Deathday Party gives readers a rare glimpse into how Hogwarts' ghosts interact with one another, as well as with the living. Even in death, they appear to be a typical community, behaving and interacting much the same as living people, socializing, arguing, cooperating, and even deliberately annoying and upsetting one another, as Peeves (who is a poltergeist) does when he insults Myrtle, causing her to rush off sobbing. The Ghosts generally like Harry and welcome the Trio's presence at the party, though it all seems rather odd to Harry, Hermione, and Ron. The ghosts, and Nick, in particular, always appear willing to help Harry whenever he needs it, such as when Peeves and Nick distracted Filch. Whether or not Ghosts can actually be happy in their dead state is unclear, but they appear to adapt and some find useful roles for themselves, such as the mascots for the school Houses, and Professor Binns, who continues teaching at Hogwarts after his death, apparently unaware at first that he had died. Moaning Myrtle, however, remains perpetually morose, possibly over her premature death, though it is not entirely clear why. It is also unclear, just yet, why some people become ghosts and remain within the living world, while others, such as Harry's parents, apparently do not. Harry must also wonder why this is, as well as what happens to those who are not ghosts. Also, Nick's Deathday party must be making Harry somewhat uncomfortable, it being the same day, October 31, that his parents were murdered by Voldemort.

The author excels at what is called "the set-up and the pay-off", the ability to write something that begs a question, then is followed later by an answer that illuminates more than the question asked. This chapter contains a small example: on Filch's desk is an envelope for a correspondence course that apparently teaches basic magic. Filch is horribly embarrassed when it is seen. Why?

And though it had been apparent only to Harry and readers that unusual events have been unfolding at Hogwarts, the bloody writing on the wall is the first concrete evidence that something sinister is underway. While this apparently strikes fear in most students, Malfoy, as smug as usual, seemed unsurprised and uses it as an opportunity to threaten those he considers inferior. It is unclear if he is in any way involved, though his earlier insult to Hermione, calling her a Mudblood, and his callous attitude now, indicates that while he may not be directly responsible, he may know something about what has happened.

This is the first concrete date given in the books for when the series is taking place. Unfortunately, it conflicts with many days of the week reported in the story; specifically, for instance, in Harry Potter and the Philosopher's Stone, we learn that Harry was orphaned on October 31. If his second year at Hogwarts starts in September 1992, as here implied by the date given for Nearly Headless Nick's Deathday, then he must have turned 11 on 31 July 1991. As his birth date then would be 31 July 1980, he would have been orphaned on October 31, 1981. The book explicitly states that the next day was a Tuesday; but November 1, 1981 was a Sunday. Similarly, days of the week are given for Hallowe'en and for all three tasks in Harry Potter and the Goblet of Fire, but do not line up with the days of the week in 1994 and 1995.

These failures of correspondence between the series timeline and our physical calendar are unimportant to the story's overall sweep, so while they may be mentioned, they are provided more as a curiosity than as something the scholar need concern himself with.

Review

 * 1) Why do Peeves and Nick create a distraction? Is it effective?
 * 2) Why does Nick invite Harry, Ron, and Hermione to his Deathday Party? Why might this be particularly unpleasant for Harry?
 * 3) Why does Moaning Myrtle run off sobbing? Is she over-reacting?

Further Study

 * 1) Why does Filch suddenly seem embarrassed?
 * 2) What does "Enemies of the Heir beware" mean?
 * 3) Who or what attacked Mrs. Norris? Why?
 * 4) Does Draco know something about the message on the wall? Explain.

Greater Picture
The voice Harry hears is, as mentioned in the Greater Picture section of the previous chapter, the voice of the Monster in the Chamber, now temporarily released. We will learn that the Monster is a Basilisk, navigating within the walls by means of the pipes, and entering the school via Moaning Myrtle's bathroom. It is no accident that the writing on the wall and Mrs. Norris' body are found outside Myrtle's bathroom, but this is never mentioned, even when Harry later guesses that the entrance to the Chamber of Secrets lies there.

It is also mentioned that Professor Lockhart does not hear the voice, despite its obvious anger and violence, when Harry hears it in Lockhart's study. We note that in this chapter, neither Ron nor Hermione can detect it either; they simply follow Harry's lead, bemused. Ron will remark that, even among wizards, hearing voices nobody else can hear is a sign of insanity; this will have some effect on Harry's actions in a later chapter, when Professor Dumbledore asks him if there is anything else Harry wants to mention.

Moaning Myrtle departing the party proves somewhat critical for reasons explained later in this book. Because Peeves upset her, Myrtle deliberately floods the hallway outside her bathroom. While we do not see the bathroom here, in a later instance, when someone "throws a book through Myrtle's head," Harry and Ron enter the bathroom, finding all the taps turned on, the gushing water overflowing onto the bathroom floor and into the hall. As an aside, a popular slang term for crying is "turning on the waterworks;" it seems Myrtle takes the expression literally. We will shortly find that Mrs. Norris is petrified, rather than dead; if the hallway had not been flooded, the Basilisk's glance would have killed her. Because Mrs. Norris saw the Basilisk's reflection from the water, rather than looking at it directly, she was spared. Mrs. Norris is the first to avoid directly sighting the Basilisk, and through luck or design, the Basilisk's other victims all avoid direct eye contact, saving their lives. However, fifty years earlier, another victim met a different fate.

Harry has inadvertently discovered something generally unknown about Filch: he is a Squib. Squibs are born into Wizarding families but have no magical abilities themselves. Filch is apparently hoping to overcome this "accident-of-birth" by taking a correspondence magic course. While Harry now knows that Filch is trying to learn magic, he does not yet understand this fact's import. Ron explains the details to Harry in the next chapter.

It is worth noting that though the cabinet that Peeves knocks over to distract Filch is insignificant to this book's storyline, it reappears in Harry Potter and the Order of the Phoenix, and in Harry Potter and the Half-Blood Prince it is a major plot device. In both appearances, its being broken is important.

Connections

 * The Disappearing Cabinet that Peeves knocks over and breaks here is twin to the one that Harry hid inside at Borgin and Burkes earlier. The twins will force Montague into it in Harry Potter and the Order of the Phoenix; Montague will sense, somehow, that the other cabinet of the pair is the one in Borgin and Burkes, and Draco will get that information from him. Draco will then spend most of Harry Potter and the Half-Blood Prince attempting to repair it; once he succeeds, he will use it to allow Death Eaters to enter the school, avoiding the school's protective spells.
 * While Neville had previously mentioned that he was "almost a Muggle", the discovery that there is a market for courses to teach magic is our first indication that Neville's lack of magical ability may be common enough to make commercial exploitation of it possible. In the next chapter, we will learn that "squibs", non-magical offspring of magical families, exist. In Harry Potter and the Order of the Phoenix we will learn that they are sometimes employed by people in the Wizarding world. And in Harry Potter and the Deathly Hallows we will learn that having a Squib child was, in the past, considered somehow shameful, a prejudice that likely remains active to some degree even at the time these books are set.


text:
Muggles' Guide to Harry Potter/Books/Chamber of Secrets/Chapter 9

Synopsis
Filch appears and immediately accuses Harry of killing his cat. The arrival of Professor Dumbledore and several other teachers defuses the situation. Professor Lockhart volunteers his office so Dumbledore can examine Mrs. Norris. Professor Dumbledore asks Filch, Harry, Ron, and Hermione to accompany him, while Professors Lockhart, McGonagall, and Snape tag along. While Lockhart babbles on about deaths he has prevented, Dumbledore examines Mrs. Norris, concluding she is still alive, but petrified, and that someone other than Harry is responsible. Filch still believes that Harry must be involved because he knows Filch is a Squib, though Harry has no idea what that is. Snape suggests that while Harry, Ron, and Hermione were possibly just in the wrong place at the wrong time, their absence during the Hallowe'en feast is suspicious. They explain that they were at the Deathday party. Harry, wanting to avoid revealing that he heard voices, gives a rather flimsy excuse for why they skipped the Feast afterwards. Snape, suspecting he is lying, suggests punishment for dishonesty, but is overruled by McGonagall and Dumbledore, much to Filch's disappointment. Ron explains to Harry later that a Squib is a non-magical person born to wizard parents.

The Chamber's possible opening causes some students to behave differently: Justin Finch-Fletchley now seems to be avoiding Harry, and Hermione, among other things, spends even more time in the library than usual. Harry goes there to speak with Ron and finds Hermione is upset because there are no copies of Hogwarts: A History available. In their next class, History of Magic with Professor Binns, she persuades the old ghost to recount the Chamber of Secrets legend. Binns explains that over a thousand years ago, the school's four founders, Godric Gryffindor, Salazar Slytherin, Rowena Ravenclaw, and Helga Hufflepuff had a falling out over whether Muggle-borns and Muggles' descendants (half-bloods) should be admitted to Hogwarts. Slytherin alone believed only pure-bloods should learn magic, and he left the school when the others rejected his beliefs. According to the legend, he created a secret Chamber beneath Hogwarts and hid a monster within it. Only Slytherin's true Heir can open the Chamber or control the monster. Although the Chamber has never been found, Binns is unable to convince the class it does not exist.

While passing between classes, little Colin Creevey mentions that someone said Harry could be the Heir; Harry realizes this probably explains why Justin, who is Muggle-born, avoided him earlier. At the spot where Mrs. Norris was petrified, the Trio spies a clutch of spiders scurrying away, frightening Ron, who suffers from arachnophobia. Water flowing from Moaning Myrtle's bathroom covers the floor. The unused bathroom is in disrepair; it is also very wet, evidently because a moping Myrtle causes floods whenever she is upset. She is less than communicative with them. Percy catches the three leaving the bathroom and docks Gryffindor five House points.

During a later discussion, Ron thinks that, logically, Malfoy is the Heir. Hermione suggests they find out by using Polyjuice Potion to impersonate someone else. To get the formula, Hermione needs a teacher's signature to check out Moste Potente Potions from the library's restricted section. "But what teacher," asks Ron, "would be so thick?"

Analysis
Although Filch is a minor character, he serves an important function in this chapter for several reasons. First, we see the pay-off to the set-up the author made when Filch's Kwikspell course was previously discovered. Filch is a Squib, born into a Wizarding family but lacking any magical powers, which is why he bought a beginner's magic course. While Filch is lucky to have employment at Hogwarts, it has left Filch a bitter man. Year after year, he sees children, possibly some from his own family, enter Hogwarts, be trained in the magic he can never know, then leave for careers he possibly once dreamed of, while he always remains behind. Being a Squib is a horrible half-life, knowing the magic world exists, being surrounded by it, but unable to participate magically. And while Filch's attempt to learn magic seems a desperate act, it may not be entirely futile; the author has mentioned in interviews that in rare instances, a person's magical ability can suddenly appear later in life. Filch may be harboring such a hope, though, at his age, that possibility seems virtually non-existent, and the author has stated that Filch's attempt is doomed to failure.

Filch's character also spotlights the multi-layered class divisions that exist within wizard society; human wizards top the hierarchy, while Squibs and non-human magical creatures occupy the descending levels. Readers have also seen that some wizards, like the Malfoys, believe an even finer distinction exists within the wizard strata, with pure-blooded wizards superior to Half-bloods and Muggle-borns. And among purebreds, there seems to be the belief that those with wealth and power reside at the apex. Harry, Ron, Hermione, and other characters continually encounter these social and racial prejudices.

The story's core plot line is also revealed here. Though Binns states the Chamber of Secrets is non-existent, and that multiple headmasters spent years searching for it without finding so much as a Broom-closet of Secrets, it is evident to the reader, as well as the students, that the Chamber does exist and a monster dwells within. There could be few, if any, other possible explanations for Mrs. Norris being Petrified.

A bit more insight into Gilderoy Lockhart is offered here. Inside his office, we see his pictures whisk themselves from their frames, hiding, when Harry and the others enter; some, overcome by curiosity, reappear later, and Harry notes a few are wearing hairnets. This may reflect something about Lockhart's true nature. Lockhart himself, rather than helping with the investigation, babbles on about deaths he has supposedly prevented. When Mrs. Norris is found to be not dead, but merely Petrified, Lockhart suggests that he could whip up a restorative potion in short order, though he never does so. This boast irritates Snape, who of course, as Potions master, would assume any potion-making task to be his.

This also highlights Snape's dislike for Lockhart, who has probably been dismissed as a fraud by most teachers at this point; Snape likely shares that opinion. We suspect Professor Dumbledore is also aware, and he may have hired Lockhart only because he was the lone applicant (according to Hagrid). We should also note that Snape was particularly irritated by Harry's fame in the previous book; it was Harry's celebrity that Snape dwelt on in Harry's first Potions lesson. Harry avoids the spotlight, but Lockhart chases it, and almost everything he does is aimed at gaining him more attention. This can only increase Snape's dislike of Lockhart, a dislike heightened even more by Lockhart's self-serving attempt to usurp Snape's duties.

Considering that Snape, according to rumour, has always desired the Defence Against the Dark Arts position, it seems curious that Dumbledore would instead hire someone as incompetent as Lockhart rather than appoint Snape. The reader may begin to wonder about this; it likely will be revisited as the series progresses.

Review

 * 1) Why did Salazar Slytherin leave Hogwarts?
 * 2) Why does Filch accuse Harry of Petrifying Mrs. Norris? Is there any truth to his accusations?
 * 3) Why would anyone want to Petrify a cat?

Further Study

 * 1) Since Mrs. Norris is just a cat (not an Animagus), why would she be the first victim?
 * 2) Why is Harry suspected as being the Heir of Slytherin? Is the evidence credible or merely coincidental? Explain.
 * 3) What does Hermione hope to find in the library?
 * 4) Why would Percy dock the Trio House points for being in a bathroom?
 * 5) Despite evidence, why has no one been able to locate the Chamber of Secrets?
 * 6) What kind of monster might be in the Chamber? How can it be controlled?
 * 7) Why do Lockhart's pictures run and hide when someone enters the room, and what does that say about him?

Greater Picture
While Harry, Hermione and Ron are examining the area where Mrs. Norris was found, they notice some strangely-behaving spiders. Ron admits he fears spiders, which is confirmed later in this book, and also in the next two books: by his Boggart in Harry Potter and the Prisoner of Azkaban, and his behavior during Mad-Eye Moody’s Unforgivable Curse demonstration in Harry Potter and the Goblet of Fire. The spiders' peculiar behavior here gives a clue about the monster Slytherin concealed within the Chamber.

Percy claims that he is penalizing Harry and Ron House points despite Prefects lacking this power. It is possible, however, that anyone challenging Percy's over-inflated ego and self-importance, as Ron does here, causes Percy to react by threatening that he is docking House points. It may also be that the prefects, reporting any misbehavior to the House Head, can recommend docking points. While that may be what Percy intended, technically, he apparently has overstepped his bounds. In an interview, the author stated that Percy is more likely to be right than Ron, who says in Harry Potter and the Order of the Phoenix that prefects could not dock House points; she also reinforced this statement on her official web site. Against this, however, we must mention that Draco Malfoy, a prefect in Harry Potter and the Order of the Phoenix, agreed that prefects lacked the authority to dock House points. One can be sure that if Draco were able to dock House points from Gryffindors, he would, as later, as a member of Dolores Umbridge's Inquisitorial Squad, he acquires that power and freely abuses it. In this particular case, however, it makes more sense that Percy is merely overstepping his boundaries through over-officiousness, a very Percy-like trait, than to have Draco later refrain from abusing a power he has been given.

One must wonder about Professor Binns' vehement denial that the Chamber of Secrets exists. We will learn that the Chamber had been opened some fifty years previously, and Headmaster Dippet considered closing the school as a result. While it is possible this was before Professor Binns joined the school, that seems unlikely; Binns' apparent refusal to teach anything later than about the nineteenth century argues for his having been a teacher for many more years than a mere fifty, and indeed suggests that his curriculum may have stopped changing when he died.

There is an interesting side note to this. Professor Binns tells the class that, according to the legend, only the true Heir of Slytherin can open the Chamber of Secrets. This part, at least, will be proved wrong. Not only does Harry open it later in this book by speaking Parseltongue (snake language), but presumably Ginny Weasley, controlled by Tom Riddle's memory, must have been instructed by Riddle on how to open it. Much later in the series, in Harry Potter and the Deathly Hallows, Ron will also open the Chamber by repeating the same Parseltongue words he heard Harry speaking when he unlatched Slytherin's Locket Horcrux. This suggests a great conceit by Slytherin, in that he apparently believed that only his heirs would be able to speak Parseltongue. And while it could technically be argued that Voldemort's small soul portions residing within Harry and Ginny—Harry through Voldemort's attempt to murder him, and Ginny through the Diary—gave them this ability, Ron had no such connection. Considering how interconnected the many Wizarding families are, some, including Harry and the Weasleys, could be descended from Salazar Slytherin's family. Even though this connection may be quite diluted and even indirect, it may still be enough to open the Chamber. Ron, however, attributes his limited ability to simply mimicking what Harry had done to unlatch Slytherin's Locket Horcrux.

This conceit will be furthered mirrored later by Voldemort, who, smugly believing only he knows about the Room of Requirement at Hogwarts, uses it to hide a Horcrux. Dobby, however, will suggest to Harry (in Harry Potter and the Order of the Phoenix) that he use this room for his secret Dumbledore's Army meetings, which he does. Dobby gives the impression that this room is well-known to the other Hogwarts House-elves.

While Mr. Filch seems consumed with bitterness over being a Squib, not all such non-magical persons are so resentful; presumably some even marry witches or wizards and can produce magical offspring, just as a Muggle married to a magical spouse can. Mrs. Figg, Harry's neighbor, is also a Squib who, unbeknown to Harry just yet, has been helping to guard him since his arrival at Privet Drive. It will be learned much later that she also belongs to the Order of the Phoenix, a secret organization dedicated to fighting Voldemort. It is uncertain whether Squibs are encouraged to integrate themselves into Muggle society, as the only two we see are Filch and Mrs. Figg, both of whom have presumably been kept in the Wizarding world by direct or indirect action of Professor Dumbledore. Mrs. Figg has apparently adjusted to her non-magical status and is useful to Dumbledore, apparently eking out a living in the Wizarding world by breeding her unusual cats, which may be Kneazles or cat-Kneazle crossbreeds, that she presumably sells to wizards. Hermione's cat, Crookshanks, that she purchases in the next book, is likely such a creature, and plays an important role in that book.

Filch's character also highlights another recurring theme: how easily innocent and vulnerable people (and non-humans) are accused of and punished for crimes they never committed. Here, Filch, in a rush to judgment and already biased against Harry (and most students), claims that Harry petrified his cat, Mrs. Norris, even though there is no evidence other than Harry's early arrival on the scene. Fortunately, the Hogwarts faculty dismiss Filch's unfounded accusations. However, later in the series, Harry will again find himself implicated in various incidents based on faulty evidence, or accusations that he is an attention-seeking liar, by an indifferent and complacent Ministry of Magic. This injustice later extends to other characters, who, betrayed or manipulated, are disbelieved and/or punished for crimes they never committed. Harry continually finds himself confronting a legal system that seems bent on obtaining image-enhancing results rather than uncovering inconvenient truths. He will also learn that individuals who wield power and wealth are usually considered more credible than their everyday counterparts, often enabling them to influence events to their advantage. Readers can also see that merely making an accusation can often bias others into accepting it as fact, as when students almost immediately begin forming opinions regarding Harry as the Heir of Slytherin.

Connections

 * In this chapter we learn of the existence of Polyjuice Potion. This potion will be used again, by Barty Crouch, in Harry Potter and the Goblet of Fire. It will also be used repeatedly in Harry Potter and the Deathly Hallows, by members of the Order of the Phoenix, and by the Trio.


text:
Muggles' Guide to Harry Potter/Books/Chamber of Secrets/Chapter 10

Synopsis
Following the rather disastrous Pixies episode, Professor Lockhart now mostly re-enacts scenes from his books with Harry's unwilling assistance. Today Harry is being a Werewolf, and he plays along only to stay on Lockhart's good side. After class, Hermione asks Lockhart to sign a note for a library book to help her understand something in one of his works; he readily signs it, then offers to provide Harry advice on being a Quidditch Seeker. Madam Pince somewhat reluctantly accepts the note, and gives Moste Potente Potions to Hermione.

Shortly thereafter, Hermione, Harry, and Ron gather in Moaning Myrtle's bathroom where they are unlikely to be disturbed. Hermione reports that she needs Boomslang skin and Bicorn horn for the potion, ingredients unavailable in the student supplies cupboard. The potion will take about a month to brew, and Hermione, surprisingly, not only is willing to take some risks, but convinces Harry and Ron that they must also.

Just before the Quidditch match against Slytherin starts, Wood assures the team they can beat Slytherin, despite their faster brooms. He tells Harry to do whatever he can to catch the Snitch. As the match is underway, a rogue Bludger immediately targets Harry. Despite Fred and George's best efforts to block it, the Bludger seems determined to knock Harry off his broom; as the team is being slaughtered by the other Bludger and the Slytherin Beaters, Harry tells Fred and George to only concentrate on the game, he can handle the rogue. Malfoy, meanwhile, is so intent on sneering at Harry's frantic efforts to dodge the rogue Bludger, that he fails to notice the Snitch is right by his head. Harry spots it and takes off, but as reaches for the golden ball, the rogue Bludger smashes into his arm, breaking it. Harry catches the Snitch with the other hand, landing hard on the ground intact, then faints. He regains consciousness to see Lockhart standing over him. Lockhart promptly casts a "mending" spell to repair Harry's arm, but it instead removes all the bones.

In the hospital wing, Madam Pomfrey is furious—she can easily fix broken bones, but regrowing them will be a painful, overnight job. The Gryffindor team arrives to celebrate the win over Slytherin but Madam Pomfrey promptly ejects them.

Later that night, Harry is awakened by Dobby sponging his forehead. Dobby admits that he closed the barrier at Kings Cross station to prevent Harry returning to the school, and also enchanted the Bludger, hoping Harry would be injured enough to be sent home. He explains that a House-elf can only be freed if his Master gives him clothing, which is why he wears a ragged pillowcase. He also mentions that the Chamber of Secrets was opened once before, though he punishes himself for having revealed something he ought not. Hearing a noise, he vanishes. Professor Dumbledore and Professor McGonagall bring in a Petrified Colin Creevey. Colin's camera is completely melted inside; Dumbledore says this proves that the Chamber is open again, but the main question is not who, but how?

Analysis
Lockhart's magical ineptness is becoming more apparent. Now, rather than teaching self-defence charms, Lockhart merely re-enacts scenes from his books, seemingly to avoid another Cornish Pixies-type incident. And, despite his claim he is adept in healing magic, his attempt to repair Harry's arm only results in a worse injury. One must wonder why Hermione, normally so logical, again rejects any suggestion that Lockhart is incompetent. It is perhaps telling that after Ron rhetorically asks aloud which teacher would be thick enough to grant a second-year student permission to check out a Restricted book, that Hermione chooses Lockhart to obtain just such a signature. Could she, despite her infatuation, perhaps now see that he is not quite as brilliant as he claims? Does she believe it is easier to hoodwink a new teacher rather than one who has been at Hogwarts much longer? Or is she simply becoming aware of his vanity, and chooses to play on that to get what she wants, while still retaining some belief in his competence?

The rogue Bludger initially seems to confirm Dobby's warning that Harry is in danger. Only after the game is it learned that it was Dobby who unleashed it, in an effort to convince Harry he should leave Hogwarts; Dobby knows the Chamber was opened relatively recently and that Harry's life is in peril. His misguided attempts to keep Harry away from Hogwarts have been laughable and child-like. Dobby first tried tricking Harry into believing his friends no longer cared about him by intercepting their letters. When that failed, he created havoc in the Dursley house, though he never predicted the fallout: the Ministry of Magic's owl and Uncle Vernon locking Harry in his room, resulting in Ron and the Twins coming to Harry's rescue. Dobby's blocking the barrier to the train station platform also failed when Harry and Ron instead took the Flying Car to Hogwarts, and now this latest attempt to injure Harry badly enough to send him home has similarly failed. All these acts seem poorly planned and executed. Does Dobby actually believe that Muggle medical care is better than what Hogwarts can offer? Or does he believe that Uncle Vernon and Aunt Petunia would allow magical healing in their house? Dobby seems oblivious that Harry's house is not his home, and that Hogwarts, no matter how dangerous it might be, is far more welcoming than Privet Drive.

The Quidditch match is revealing in other ways. Here Slytherin again shows their true nature. Whereas Gryffindor has trained long and hard to win by skill and fair play, Slytherin not only relies on the superior brooms Lucius Malfoy provided the team, but they also use the rogue Bludger to their advantage, easily racking up more points as Gryffindor's defences are divided by fending off both the Slytherin team and the menacing ball that is attacking Harry. Any other team would probably have halted the playing until the rogue was eliminated, then restarted the game, but Slytherin exploits any opportunity. Draco, meanwhile, rather than focusing on being a team member and helping Slytherin win, is instead so pre-occupied with himself and jeering at Harry as the rogue Bludger chases him, that he is oblivious to the Snitch hovering next to him. We suspect that the Slytherin team captain will have some rather harsh words for Draco following Harry's winning the match due to Draco's inattention.

Despite its being placed at the very end of the chapter, in a position of prominence, it is far too easy to overlook Dumbledore's statement that the operative question about the re-opening of the Chamber of Secrets is not who, but how. This should indicate, to the attentive reader, that Dumbledore knows the identity of the Heir and is only wondering how he managed to get the chamber re-opened.

Review

 * 1) Why does Hermione select that particular bathroom to brew the Polyjuice potion in?
 * 2) Why did Lockhart choose Harry to participate in the class demonstration?
 * 3) Knowing what we do about Lockhart, why did he insist on "repairing" Harry's broken arm?
 * 4) Who charmed the Bludger to attack Harry, and why?

Further Study

 * 1) Why did Hermione choose Professor Lockhart to sign a permission slip to check out a restricted book? Why does he sign it?
 * 2) Why does Dobby tell Harry that he has been trying to force him to leave Hogwarts? Why does he then punish himself for revealing this?
 * 3) What does Dumbledore mean when he says it not important to know "who" opened the Chamber of Secrets, but rather "how"?
 * 4) What does the Slytherin team's actions in the Quidditch match say about Slytherin House in general?
 * 5) What does Draco's performance as the Slytherin Seeker say about him?

Greater Picture
After stating that the Chamber of Secrets has been reopened, Dumbledore comments that the question should not be who opened it, but how. This implies that Dumbledore rejects the commonly-held belief that it was Hagrid who opened it before, and that Tom Riddle caught him in the act and prevented it. If Dumbledore suspects Riddle opened the Chamber fifty years ago, and believes he has reopened it now, Dumbledore may have already formulated theories about Horcruxes. Until the Diary is revealed, any such theory would be tentative, though any suspicions will be further bolstered in the next chapter when it is revealed that Harry is a Parselmouth. This extremely rare ability to speak to snakes is shared by Voldemort's family, and Dumbledore will rightly surmise that Harry did not inherit this skill naturally. Dumbledore no doubt also remembers the previous year when Voldemort's shade was riding Professor Quirrell, and he may be wondering if the Dark Lord has found another mount, despite rumours placing him in Albania.

It seems Dobby understands the Diary's nature better than Lucius Malfoy, who sent it into the school as a weapon. We will learn that Hogwarts employs several hundred House-elves, and House-elf society likely communicates amongst themselves. It is possible that even if Dobby does not know what the Chamber of Secrets conceals, he is at least aware that Lucius has provided the means to reopen it, fifty years after its previous opening when a student died. It is almost certainly fear for Harry's life that causes Dobby to employ these feeble attempts to return Harry "home" to Privet Drive.

Having revealed that he tried to force Harry to leave Hogwarts, and having been fiercely rebuffed, Dobby will not make any further attempts. Dobby is likely aware that attempting to trick Harry again is useless, as he will immediately be suspected, rendering any action on Dobby's part ineffective.

Connections

 * The potion Madam Pomfrey provides to re-grow the bones in Harry's arm, "Skele-grow", reappears in Harry Potter and the Deathly Hallows, where it is apparently used as part of Griphook's treatment.


text:
Muggles' Guide to Harry Potter/Books/Chamber of Secrets/Chapter 11

Synopsis
By morning, Harry's arm is healed, and he is discharged from the hospital wing. He finds Ron and Hermione in Moaning Myrtle's washroom, already brewing the Polyjuice Potion. Harry tells them about Dobby's visit; Ron observes that if Dobby continues to help Harry, Dobby will likely kill him.

News about Colin Creevey's Petrification has spread, and Ginny, who is in Colin's class, is distraught; also, there is a brisk business in Talismans and other supposedly magical protective objects. Neville, despite being a Pureblood, believing his weak magical ability makes him a target, buys many, claiming, "they went for Filch first."

Harry, Ron, and Hermione elect to stay at the school over Christmas after hearing that Malfoy is doing the same. But the Polyjuice potion is nowhere near ready, and they need to raid Professor Snape's private stores for ingredients. Surprisingly, Hermione volunteers to steal them if Harry or Ron can create a diversion. During the next Potions class, Harry tosses a firecracker into Goyle's Swelling Solution, splattering students. While Snape administers Deflating Draughts to everyone, Hermione sneaks into Snape's office and retrieves Boomslang skin and Bicorn horn. Hermione adds the new ingredients, saying the potion will be ready in a fortnight.

A week later, a notice is posted about a Dueling Club. Reckoning it will be useful, all three troop to the Great Hall, only to find that Professor Lockhart is running it, assisted by Professor Snape. In the first demonstration, Professor Snape tosses Professor Lockhart across the room using the Expelliarmus jinx. Lockhart then breaks students into pairs; Harry is paired with Malfoy, Ron with Seamus, and Hermione with Millicent Bullstrode. Mayhem ensues: Malfoy jinxes Harry before the start signal, but Harry retaliates; Ron's wand misfires, doing something horrible to Seamus. Hermione and Millicent have dropped their wands and are wrestling—Harry frees Hermione from Millicent's headlock. Lockhart suggests just one pair on stage, and selects Neville and Justin Finch-Fletchley; Snape overrules him and suggests Malfoy and Harry. When Malfoy conjures a snake that slithers towards Harry, Lockhart's attempts to eliminate it fails. As it seems poised to attack Justin, Harry yells at it to leave Justin alone. Surprisingly the snake obeys. Justin escapes the Great Hall as Snape destroys the snake. Ron drags Harry out exclaiming, "I didn't know you were a Parselmouth!" A Parselmouth, Harry learns, possesses the rare ability to talk to snakes, and it is what Salazar Slytherin was famous for and why Slytherin House's symbol is a serpent. Now Harry wonders—could he be the Heir of Slytherin?

The next day, Harry wants to explain everything to Justin, but Justin, believing Harry is the Heir of Slytherin, has gone into hiding, fearing Harry would Petrify him for being Muggle-born. Ernie claims Harry was speaking Parseltongue and chasing the snake towards Justin. Furious, Harry stalks out, smacking into Hagrid, who is on his way to Dumbledore's office to report that something is killing his roosters. Leaving Hagrid, Harry trips over a Petrified Justin Finch-Fletchley and finds himself staring at a smoldering and apparently Petrified Nearly Headless Nick. Spiders are fleeing.

Discovering Harry, Peeves sounds the alarm. Professor McGonagall arrives, and assigns Ernie Macmillan to take Nick to the Hospital Wing while Professor Flitwick and Professor Sinistra take Justin. Professor McGonagall escorts Harry to Professor Dumbledore's office.

Analysis
The dueling club shows Gilderoy Lockhart's continuing ineptness, as he is unable to block Snape's simple spell, control the student duels, or eliminate Draco's conjured snake. By now, we should be wondering whether Gilderoy is a wizard at all, or merely a very good self-promoter. It is curious that Hermione still seems infatuated with him. Snape sees through Lockhart, of course, and Harry observes that if Snape looked at him like he did Lockhart, he would run for cover.

During the dueling club, Harry's ability to talk to snakes is revealed to the school, though readers first saw this when Harry and the Dursleys visited the zoo in Harry Potter and the Philosopher's Stone. We learn here that it is an extremely rare ability, linked only to Salazar Slytherin and his descendants. Given that the school fears "the Heir of Slytherin's" ongoing depredations, this is a major concern, of course. Proof that there is a connection between Salazar Slytherin and Harry could not be any plainer, and Harry, who knows little about his ancestry, is unable to disprove, even to himself, that he could be the Heir. The only mitigating factor is that Harry was absent during the petrifications. Harry knows this, but is unable to prove it.

This whole episode throws Harry into confusion. The Sorting Hat had wanted to place him into Slytherin House; he plainly remembers that the only reason it did not was because he asked not to be. Obviously, the Hat detected the link to Slytherin that is now made manifest by Harry's Parseltongue ability. Though Harry loves Gryffindor, is he there under false pretenses? This uncertainty, to a greater or lesser extent, will likely prey on Harry at least until the book's end.

Hermione's ongoing unbending is also shown when she raids Snape's stores. Her willingness to break the rules is hardly surprising to readers, who have seen her gradually grow more pliable through this and the previous book; however, it is quite a shock to Ron, who clearly continues to believe that Hermione is entirely rule-bound, despite increasing evidence to the contrary.

Also, Neville's fearing that he may be targeted, even though he is a pure-blood, is probably justified. The series increasingly parallels real-life history, including totalitarian rulers, particularly Nazi Germany. Even within their own society, it was common practice to weed out those considered as "undesirables", including the aged, infirm, or anyone with physical or mental handicaps, leaving only the fittest and healthiest to pass on their "superior" genes to the next generation. If Voldemort should ever return to power, it seems likely that in addition to his strict "pure-blood" ethos, he would only recruit the strongest, brightest, and most magically proficient wizards for his new order. Neville, and other "unworthy" pure-bloods, could become victims under such a regime.

Review

 * 1) Why does Hermione have Harry and Ron create a distraction in Snape's class? Was it successful?

Further Study

 * 1) Why does Lockhart start a Dueling Club? What does his performance in it say about him?
 * 2) Why was Harry paired with Draco?
 * 3) Why was Ron allowed to duel with a known faulty wand?
 * 4) How could Harry be unaware he was speaking snake language?
 * 5) Is Neville right to be concerned that he might be Petrified, even though he is a pure-blood? Explain.
 * 6) Why would a ghost be Petrified?
 * 7) Why is Ginny so upset when Colin is Petrified?
 * 8) What might be killing Hagrid's roosters and why?
 * 9) What evidence is there for and against Harry being descended from Salazar Slytherin?
 * 10) Consider what we know at this point about Salazar Slytherin's beliefs, and Voldemort's. Is it possible that Voldemort could be an heir of Slytherin's?

Greater Picture
Colin Creevey is the first student who is Petrified. His being Ginny's classmate is sufficient reason to cause her distress, but her concern is actually the slowly-dawning realization that she may be responsible, as she was unable to remember what she was doing when it happened, or on the earlier occasion when Mrs. Norris was attacked. We have no way of realizing this at this point; all we know is that Harry was not present at either earlier petrification, or at the double petrification that happens in this chapter. The final attack will largely prove his innocence; but that does not occur for several months yet.

Professor Snape disarms Professor Lockhart with the Expelliarmus jinx. We don't know if Harry has been taught this spell previously, but it is the first time we have seen it in the series; by his demonstration, Snape may have unknowingly exposed Harry to possibly the most important spell of his life. The Disarmament Jinx, to give it its other name, will allow Harry to defeat Voldemort twice: once at the cemetery in Little Hangleton, and again at the end of the final battle.

The wrestling match between Hermione and Millicent Bullstrode is useful to our plot, as it is here that Hermione collects a hair she will use in her Polyjuice Potion portion. This will turn into a disaster for Hermione, as the hair is not Millicent's.

Harry again observes spiders fleeing the scene of the latest activity by the monster in the Chamber. This will provide an important clue for Hermione, who will determine what the monster is, but will be struck down before she can pass that information to Harry and Ron. Hagrid's roosters being killed will also form part of that pattern.

In Harry Potter and the Deathly Hallows, it is learned that Harry's ability with Parseltongue is due to a link with Slytherin; it will be a sideways link, though, as it is related to Voldemort's soul shard that adhered to Harry and remains within him. Voldemort is, in fact, the last living heir of Slytherin, through his mother's father, Marvolo Gaunt. The author has confirmed in a later interview that Harry's parseltongue ability vanished when that soul shard was destroyed, and he has not missed it since.

Dumbledore later quiets Harry's doubts by showing him that the sword he retrieved from the Sorting Hat was Godric Gryffindor's. "Only a true Gryffindor could have pulled that out of the Hat, Harry." While Dumbledore likely already knows about Voldemort's soul shard within Harry, it is something he believes Harry is unprepared to hear about yet. It is only at the end of Harry's fifth year that Dumbledore finally reveals the prophecy to Harry, which states that either he or Voldemort must die. Dumbledore, however, understands that Harry will have to die in order to destroy the soul shard he carries; Dumbledore believes, probably correctly, that, at age twelve, Harry is too young to carry that destiny's weight. Dumbledore actually never reveals the soul shard's existence to Harry, instead passing that task to Snape before his death, and charging Snape to conceal its existence until Voldemort realizes his Horcruxes are being destroyed.

Connections

 * In a later book, Snape notes that some quantity of Bicorn horn and Boomslang skin are missing from his private stores, and suggests that Harry might have stolen them. Harry cannot answer this charge, knowing that Hermione had stolen these ingredients from him two years earlier. We later learn that Barty Crouch, Jr. had been making Polyjuice Potion for his own disguise, and surmise that the theft Snape is talking about was, in fact, not Hermione's past activities but Crouch's more recent ones. It is our, and Harry's, knowledge of this earlier instance that prevents us wondering if these potion ingredients were actually stolen in the later instance by Crouch, who was, Harry believes, in Snape's office shortly before the accusation.
 * Note Harry's confusion in this chapter; Harry tells the snake to leave Justin alone, and is confused by Justin's response. Harry is unable to perceive that he has spoken in anything except English, and so doesn't realize that Justin did not understand what he was saying to the snake. Harry's inability to tell the difference between English and Parseltongue is a key point in this book, as he perceives the Monster's voice at several points and does not recognize that the Monster is not speaking in English. Harry's ability to speak to snakes is first seen in the first book of the series, and no mention is made there of whether Harry perceives that the snake is not speaking English. This confusion will reappear later in this book, when Harry has a need to speak Parseltongue and finds it difficult to switch, and will be a minor plot point in the final book.
 * The Expelliarmus spell is introduced to the readers, and possibly also to Harry, in this chapter. Harry will find this spell extremely useful, starting later in this book, first to disarm Malfoy and retrieve Riddle's diary, then later to disarm Lockhart during the book's ending chapters. In Harry Potter and the Prisoner of Azkaban, he, Ron and Hermione will together use it to disarm Snape. He will use the jinx on Voldemort in the cemetery duel in book 4, which will allow him to escape Voldemort unharmed; it will be the first spell taught to Dumbledore's Army in book 5; it will be noted at the beginning of book 7 that it has become something of a "signature spell" for Harry, and at the end of that book will be used again to disarm Voldemort.