The morning of the History of Magic examination dawned grey and still. The rain had stopped overnight, leaving the grounds wet and glistening under a low ceiling of clouds. Edmund walked to the Great Hall with leaden feet. History of Magic was not his strongest subject. Professor Binns had a voice like a lullaby, and his lectures on goblin rebellions had blended together over the years into a grey, featureless mass. But Edmund had studied. He had read the primary sources, memorized the dates, and forced himself to see the patterns beneath the endless list of names and treaties. He was ready.
He sat at his assigned desk, number 147, and waited. The lead examiner, a witch with grey hair and a face like a hawk, rose from her desk precisely at nine o'clock.
"Nastily Exhausting Wizarding Tests," she said. "Subject: History of Magic. Theory paper. You have two hours. Begin."
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The parchment was warm as Edmund touched it. He read the first question, then the second, then the third. They were demanding, but he had prepared.
*Question 1: Discuss the causes and consequences of the Goblin Rebellion of 1612, including the role of the wizarding community's response and the long-term impact on goblin-wizard relations.*
Edmund wrote about the economic pressures that led to the rebellion: the goblins' resentment of wizarding control over the banking system, the refusal to allow goblins to carry wands, and the specific incident in which a goblin blacksmith was executed for forging a sword. He described the rebellion's course: the goblins' initial successes, the wizards' eventual counterattack, and the massacre at the Battle of the Bleak Moor. He analyzed the consequences: the imposition of stricter wand bans, the creation of the Goblin Liaison Office, and the centuries of mistrust that followed. He cited the primary source *Goblin's Lament* (1623) and the wizarding account *A History of the Goblin Wars* by Mordicus Egg.
*Question 2: Explain the significance of the International Statute of Secrecy (1692), including the political and social factors that led to its creation and its impact on magical communities worldwide.*
Edmund wrote about the persecution of witches and wizards during the Burning Times, the rise of witch hunters, and the growing realization that the magical community could not survive in open conflict with Muggles. He described the negotiations leading to the Statute—the debates, the compromises, the final vote. He discussed the impact: the creation of hidden magical enclaves (Diagon Alley, Hogsmeade), the development of Muggle-repelling charms, and the loss of magical knowledge that had once been shared with Muggles. He noted that some communities, such as those in Africa and the Americas, had resisted the Statute for decades.
*Question 3: A historian claims that the Founders of Hogwarts did not act alone but were supported by a network of lesser-known witches and wizards. Discuss this claim, including evidence for and against, and propose your own conclusion.*
This was a difficult question. Edmund wrote about the traditional narrative of the Founders as solitary geniuses, and the revisionist view that they were part of a larger movement to establish magical education in Britain. He presented evidence for the revisionist view: references in contemporary texts to "the builders of the school" (plural), the discovery of artifacts from other wizards on the Hogwarts grounds, and the existence of similar schools (Durmstrang, Beauxbatons) founded around the same time. He presented counter-evidence: the lack of named individuals in primary sources, the consistent portrayal of the Founders in later histories, and the unique magical features of Hogwarts (the Sorting Hat, the moving staircases) that suggested a single, unified vision. He concluded that while the Founders were likely the primary architects, they probably received assistance from a network of craftsmen, warders, and enchanters.
*Question 4: Describe the role of Merlin in the Wizengamot, including his reforms and their lasting impact on magical law.*
Edmund wrote about Merlin's tenure as a member of the Wizengamot in the 5th century, his establishment of the principle that wizards should be judged by wizards, and his codification of magical law. He described specific reforms: the prohibition of dark magic, the establishment of standards for wand-making, and the creation of the Werewolf Registry (though the modern version came later). He discussed the lasting impact: the Wizengamot's continued existence, the legal framework that still governed magical Britain, and Merlin's status as a symbol of justice and wisdom. He cited the *Codex Merlinus* (6th century) and the commentary by Bathilda Bagshot.
*Question 5: A witch discovers an old family tapestry that depicts a previously unknown battle between wizards and Muggles. Using historical methodology, describe how she would authenticate the tapestry and place it in its historical context.*
This was the hardest question. Edmund wrote about the steps for authenticating a historical artifact: physical examination (materials, weaving techniques, dyes), provenance research (tracing the tapestry's ownership history), radiocarbon dating, and magical signature analysis. He described how to place it in context: compare it to known tapestries from the same period, research the families and events depicted, and consult primary sources for corroborating evidence. He noted that the presence of magical elements (enchanted threads, animated figures) could help date the tapestry, as such enchantments were more common in certain eras.
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The two hours passed. Edmund wrote until his hand cramped, filling every page, leaving nothing blank. When the proctor called "Time," he set down his quill and stretched his fingers.
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The practical examination for History of Magic was held in a small room on the second floor, its walls lined with portraits of historical figures and its tables covered with artifacts, documents, and replicas. A panel of three examiners sat at a table near the door—two wizards and one witch, all strangers, all with the patient expressions of archivists.
"Mr. Prince," the lead examiner said, consulting his notes. "You will perform a series of historical analyses. You have one hour. Begin."
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**Challenge One: *Artifact Identification* – Dating**
The examiner placed a worn silver coin on the table. "Identify the origin and date of this coin, using historical methods."
Edmund examined the coin. It was small, worn smooth, with a faint crest on one side—a serpent coiled around a staff. "This is a coin from the wizarding kingdom of Mercia, circa 9th century," he said. "The serpent and staff were the emblem of King Wulfric the Wise, who was known for his tolerance of magical folk. The coin was minted between 840 and 860 AD, based on the silver content and the style of the crest."
The examiner nodded. "Correct."
**Challenge Two: *Document Analysis* – Authentication**
The examiner handed him a parchment fragment. The text was faded, the handwriting old. "Authenticate this document. Is it genuine or a forgery?"
Edmund examined the parchment with a magnifying glass. He looked at the ink, the handwriting, the spelling. He cast *Veritas Revelio* to detect any magical tampering. "The parchment is genuine, dating to the 14th century based on the type of vellum and the ink composition. However, the text has been altered—there are traces of magical ink that are more recent. Someone added the last two sentences in the 18th century. The original document is a land grant from the Earl of Gloucester; the added text claims that the land was cursed. That part is a forgery."
The examiner smiled. "Excellent."
**Challenge Three: *Portrait Interview* – Historical Figure**
The examiner gestured to a portrait on the wall. The figure in the portrait was an old wizard with a long white beard, dressed in robes from the 16th century. "Interview this portrait and extract information about the historical event he witnessed."
Edmund approached the portrait. "Who are you?" he asked.
"I am Bartholomew the Blind," the portrait said. "I was a seer in the court of Queen Elizabeth."
"What event did you witness?"
"I saw the signing of the International Statute of Secrecy. I was there, though I was blind by then. I heard the quills scratch, heard the arguments, heard the Chief Warlock's gavel. It was a sad day. The magical world closed itself off from the Muggles, and we have never been the same."
Edmund turned to the examiners. "The portrait confirms the date of the signing (1692), the location (the Wizengamot chambers), and the emotional tone of the event (sadness, resignation). The portrait's details are consistent with historical records."
The examiner made a note. "Acceptable."
**Challenge Four: *Timeline Reconstruction* – Gaps**
The examiner handed him a list of events with missing dates. "Complete the timeline of the 14th century goblin uprisings."
Edmund filled in the gaps from memory: the uprising of 1325 (the Burning of the Ledgers), the truce of 1330 (the Treaty of the Silver Pickaxe), the second uprising of 1347 (the Siege of Gringotts), and the final peace of 1352 (the Accord of Mutual Respect). He noted that the dates were approximate, as goblin records differed from wizard records.
The examiner nodded. "Correct."
**Challenge Five: *Cause and Effect* – Essay**
The examiner handed him a parchment with a single prompt: "Explain how the Great Drought of 1456 led to the establishment of the Department of Magical Accidents and Catastrophes."
Edmund wrote a short essay. The Great Drought had caused widespread crop failures, leading to food shortages and civil unrest. Muggles blamed witches and wizards for the drought, leading to increased persecution. The magical community realized they needed a centralized body to manage magical responses to natural disasters and to protect the Statute of Secrecy. The Department of Magical Accidents and Catastrophes was founded in 1458, with a mandate to cover up magical incidents and to coordinate disaster relief. He cited the primary source *The Year of the Dust* (1460) and the secondary source *A History of Ministry Departments* by Galatea Merrythought.
The examiner read his essay. "Sufficient."
**Challenge Six: *Historiography* – Interpretive Debate**
The final challenge. The lead examiner set down his notes. "Historians disagree about the role of Salazar Slytherin in the founding of Hogwarts. Some portray him as a visionary; others as a bigot. Using historical methodology, analyze these interpretations and propose your own conclusion, supported by evidence."
Edmund thought for a moment. He had read about this debate in the Prince family vault, in Salazar Slytherin's own journals. He chose his words carefully.
"The traditional portrayal of Slytherin as a bigot is based on later sources, particularly the writings of Gryffindor's followers, who had an interest in discrediting him. The primary sources—the Founders' own correspondence, the architectural features of Hogwarts—suggest a more complex figure. Slytherin believed that magical education should be reserved for those who could handle its dangers, not because of blood purity, but because of magical stability. He had seen too many Muggle-borns die when their uncontrolled magic manifested. His solution—limiting Hogwarts to students from magical families—was practical, not ideological. However, later generations twisted his views into a doctrine of blood supremacy."
He paused. "My conclusion is that Slytherin was neither a visionary nor a bigot, but a pragmatist whose ideas were corrupted by his followers. The evidence supports this: his journals mention his concern for student safety, not blood purity; the Chamber of Secrets was designed as a refuge, not a weapon; and his legacy was shaped by those who came after him, not by his own actions."
The examiners exchanged glances. The lead examiner nodded slowly.
"A sophisticated answer, Mr. Prince. You may go."
Edmund bowed and walked out of the room. The door closed behind him. He leaned against the wall, his mind full of centuries of history. But he had done everything they had asked.
Tomorrow was Alchemy. He would need his strength.
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