Indra Translations
Navigation
I Killed an Academy Player Chapter 41: Group Assignment (1)

Chapter 41: Group Assignment (1)

The⁠ professors of the‌‍ Knight Department gathered‌⁠ every month for‌⁠​ a conference to​‌ share their evaluations‌ of students and‌​‌ things to note.‍

Even‌ aside from that,​​ this conference was⁠ a fairly important​‍⁠ social event for‌​ all the knight⁠‍‍ professors for them‌ to keep in⁠⁠‌ touch with others.⁠‌⁠

It⁠‍ was back in⁠⁠⁠ late April when‌ the interim exam⁠ had just taken​⁠⁠ place. There were‍‍‌ plenty of agendas​ for the monthly‌‍⁠ conference, such as​ the unfair treatment​‌ of the Magic‌‍‍ Department receiving more‍​‍ budget and the⁠ equity issues of‍⁠‍ the payment for⁠‍⁠ knights on the​‍‌ Mission Board but‌ the hot potato​‍ this month was⁠‌ a Grade 5 Knight.

Korin⁠ Lork.

The‍ topic was on‍ how wrong it‌⁠‌ was to keep⁠ him as a Grade 5 Knight.‌

“There’s‍ a need to​ increase Korin Lork’s​‍⁠ grade.”

The‌‌​ proposer of the​ agenda was the⁠⁠‍ old-timer of the​‌ Knight Department, Old‌‍⁠ Man Haman who‌​ had 30 years‌ of service at​‌‍ the Academy under‍‌ his belt.

It⁠‍ was rare for⁠​ this stubborn old‍​​ man to proactively‍​ support a student‍​‌ so his words⁠​‍ gathered the attention⁠ of a lot‍​ of other veteran⁠‍ professors.

“Korin​‍​ Lork. He’s a freshman if I recall correctly, yes?”⁠⁠⁠

“Grade‌ 5? The data‌‍‍ seems horrendous. Why‌⁠‌ would you consider‍​​ raising a student‍‍ like him?”

The‍‍ professors of senior​ students asked in⁠⁠‍ confusion. They hadn’t⁠‌⁠ attended the freshmen​​​ interim exam which‌‌ had taken place⁠‌​ 2 weeks ago.‌

“If⁠⁠ he’s just a Grade 5 Knight,⁠​‌ then there’s no‌ need to…”

“That‍⁠ Grade 5 Knight​​‌ fought on equal‍‍ grounds with Sword‌ Master Lunia Arden.⁠‍ Only for 3 minutes though.”

“…!!”‍

“What‍​‌ kind of joke…”​​⁠

The⁠⁠ explanation of Professor⁠ Fermack, who was⁠ in charge of⁠​⁠ the freshmen students,⁠‍ caused voices of⁠​ doubt to spread‍​ between the senior⁠‍​ year professors of‌ the Knight Department.⁠

Lunia‍‌‌ Arden? Wasn’t she‌ the prime successor‍‌​ candidate of the​⁠‌ renowned Arden family?⁠ Her unprecedented evaluation‌ of being a semi-Unique Grade knight‌‍​ despite her young‌​⁠ age and her⁠‍‌ performance were all‌​‌ proof that she‍⁠ was one of‍⁠ the representative heroes​‌‌ of this era.​​

One​‍ flick of her​​ hand should be‌ enough to demolish‌‍ dozens of Grade⁠⁠ 5 Knights let‍ alone a single‍‌‌ one, so how​ could one possibly‌‍‌ last 3 minutes?‌

“She‌‌ must have been⁠⁠​ holding back.”

Professor‌​ Royd, in charge​⁠‍ of 3rd year⁠‍ students, raised a skeptical opinion but⁠‍ was immediately rebutted‍​ by Old Man​ Haman.

“Are‍ there any professors​‌ among the ones‌​⁠ that were present‍ back then including‍‍⁠ myself who think⁠‌ Lunia Arden was‌ holding back against‍‍ Korin Lork?”

“…”‍‌

“…”⁠‌‍

The‍ ensuing silence made​ the senior student⁠‍​ professors even more⁠‌ flustered.

“But⁠ even so, raising⁠⁠ the grade just​ because of an‍ interim exam is‌‌​ a bit…”

Old‍​‍ Man Haman did⁠ not mention Marie⁠‌ Dunareff’s incident here.⁠ Unlike himself, a Grade 1 Knight​‍ and a central‍‍‌ figure of the​‌ Knight Department, most⁠⁠ of the professors‌‍ here only knew​⁠ about the publicly⁠⁠ announced pieces of‌​ information.

In‌⁠⁠ order to make​‌⁠ sure, Professor Royd​⁠‍ asked Professor Fermack.‍​

“Professor⁠ Fermack. Is there‍ no room for‌⁠ doubt on the​ abilities of this‌ student called Korin?”‌‌

“There’s‌ none. His skill‌‍ with the spear​ is as exceptional⁠‍ as that of​‌‍ a demon. Frankly​‌​ speaking, there’s probably​‍ no-one among the‌ Grade 2 students⁠ who can fight‍‌ against him.”

“Is⁠‍‌ he that strong?”‌​

“Don’t‌ we have another⁠ successor candidate of‌‍‍ the Arden family⁠ in the 1st⁠ year?”

“She⁠‍ was beaten up⁠​ by him during‌ the hunting grounds​ practical lesson. She‍ stood no chance.”⁠‍‌

“Hmm…!”‌⁠‌

Indeed,‌ that meant there‌ was no doubt‍‍⁠ on his ability.‍ That meant it‍ was certain that⁠​ he was as‌​‍ strong as a Grade 1, but…‍‌‍

“Even⁠ if that’s true,‌‍ we cannot increase⁠‌‍ his grade without​ any achievement. Since⁠ that is our​​ rule.”

All⁠‌ the participants here​ agreed with the​‌ fact that his‍‌ Grade couldn’t go​ up immediately. Interim‌ exams did not⁠ count as an‌ achievement and were​ therefore not enough.⁠

Old⁠ Man Haman, who​⁠​ had been at‌ the Academy longer‌⁠⁠ than anyone else​ among these professors​ here, shared a different perspective as​ if he had⁠ been waiting for‍ that statement.

“Let’s‍​ entrust that to‍‍‌ the Alliance’s official⁠‍ grading test. There​⁠⁠ is a limit‌‌ to how much‍​ we could increase‌‌ his grade by,​ but it should⁠​‌ be okay if‌⁠ we let him⁠⁠ take a reassessment‍‍ for an ‘official’⁠⁠‍ guardian license.”

“Hmm…”​‍

“But​‌ if we do⁠⁠‌ that, the student​ would need to‌ be accompanied by⁠ a professor…”

“Professor​​⁠ Haman… or should​ I say Instructor⁠ Haman. Since you‌‍ were the one‍‍ who proposed this,​ how about you‌​⁠ take charge?”

“I⁠​‍ would be glad‌‍​ to.”

Instructor‌‍ Haman volunteered for⁠‌‌ the reassessment as‍‌ the Knight Department‌ came to a conclusion.

Firstly,⁠ they would have⁠‌ to prepare a test to reassess‍‍‍ Korin Lork’s grade.‍‍⁠ If he passed⁠‌‌ it, then his‌‌ grade would officially‍​ be raised up.⁠‌‍

“Huu…‍ Korin Lork, huh.”⁠‍​

Professor‍‌‍ Fermack, who was⁠ also in agreement​⁠ with the reassessment,⁠​ thought about the⁠‍ person in question.‌​‍

Korin‍ Lork.

Grade‍‌ 5 Knight.

Both‌ his Aura Rank‍‍ and Mana Rank⁠‌⁠ were at Low,​‍ and he didn’t‌‍‍ have much aura‌​​ either.

However,​⁠ his fight against​‍ Lunia Arden implied⁠​ that there was⁠ something wrong with​ that evaluation.

His⁠‌ weapon proficiency was‌​⁠ one thing, but‌​ his stats were‌ incomparably different to⁠ the one he⁠‌ had before the‍ grading test. Fermack​​​ quickly came to‍ a conclusion… that​ he was hiding‍ something.

The‍​‍ reason he could‌ quickly come up‌‍ with a hypothesis‍ was because he‌‌ had an idea​ about the power‌ Korin Lork was​ using – the‍⁠ secret technique of​ the ancient warriors‍ of the Shadow​​‌ Paradise: the high-risk⁠ and high-reward ability‍ – Precept.

‘Besides,⁠​ that spear… it’s⁠‌​ that person’s spearmanship‌‌⁠ no matter how‍‌‌ I see it.’⁠⁠‌

Fermack’s‍‍​ master and benefactor⁠​ who taught him‌ how to use‍‍​ runes – that⁠‌​ person was a great spear wielder.‌‍ Although Fermack didn’t​⁠​ have any profound‍⁠‍ knowledge on spearmanship,⁠‍​ he could still​ say with certainty⁠‍ that Korin’s spear​‍ was the same⁠ as the one‌‍⁠ he had seen‍‍ several times from⁠‍⁠ his master.

‘Don’t​​ tell me… Is⁠‍ he also his​ disciple just like⁠⁠ me?’

It​ was still just‌‌⁠ an assumption but‌​ there were a lot of clues.‍​‌ If Korin was​⁠​ that person’s disciple​‍‍ just like him…​

“I’ll⁠ have to test‌ him out a little.”

While‍‍ hiding his sharp‌ gaze behind the‌ sunglasses, Fermack returned‌⁠‌ to the usual⁠​​ frivolous young professor.​‌

****‌​⁠

It‌‌⁠ had been a rather noisy start‍​ to the semester⁠​‍ but it was‍‌‍ already May.

After​‍​ spending an eventful​​ early semester, Alicia‍​ hopped up the⁠‍ stairs with more​ expectation than usual.‌‍‌

Alicia‍ was like every‌ other student. She‌⁠‍ found lessons boring‍⁠ and wanted to‌ skip them whenever‌⁠ possible but today’s⁠‍ lesson was different,​‍ because it was‍‌ one she shared‌⁠ with a specific​‌ student.

Pushing⁠ open the door⁠⁠⁠ of Lecture Room⁠ 4012 on the​ 4th floor of​⁠‍ the Knight Department’s​ Liberty Hall, Alicia⁠‍ greeted everyone.

“Hello~!”​

“Hi​‍⁠ Alicia.”

Since⁠ she was one​‍ of the few‌​‌ Grade 2 Knights‍​ among the freshmen‌ students, everyone knew‍‌⁠ who she was.‍​

Besides,‍ she was the⁠ successor candidate of‌‌‍ the Arden family‍ which was known‌‌⁠ for their incredible⁠‍ swordsmanship. It was‌​ impossible for the​⁠‍ students to not‌​‍ know her considering​ the newspapers and‍‌ the rumors around‌ the campus.

Alicia‍⁠⁠ was a fairly‌⁠⁠ sociable person so‌ she showed a friendly smile to​ all her peers‍‍‍ that were greeting⁠ her as she⁠​ hopped across the​‍ room.

“Mr.​‍‌ Korin~”

The​‌ place she settled​ in was the‌‌‍ seat next to⁠ Korin.

“…”‍

Jaeger,⁠ who just returned⁠ from the bathroom​ and realized that⁠​ his seat had⁠​​ been taken, squinted‌⁠ his eyes. With‌⁠ a sharp gaze‌⁠ that couldn’t be‌ hidden despite his⁠ narrowed eyes, he⁠ glared at Korin.​‍

These‌‍ days, there was‍‍ always someone amazing⁠ by his side.‌‌

Whenever⁠ there was a joint lesson with‍​ the seniors, the⁠​ Number 1 celebrity​‌ of the Academy,‌ potato senior, would‌‍ be sitting next​​ to him and‌⁠‍ when it was⁠‍‍ a freshmen Knight‍⁠​ Department lesson, it​ would either be​ the frightening demon​ girl or that‍ granddaughter of the‌⁠​ Sword Emperor.

There⁠‍ was only one⁠‌‌ thing Jaeger could⁠⁠ say as Korin’s⁠‍ friend (?).

‘I’m⁠ so jealous!!’

Since⁠‌ when did my⁠ friend have such‍‍⁠ an impressive set‌‍ of female friends?⁠ What about my​ youth? Why is⁠ there no-one by​ my side!

He​ groaned like that‍ until the start‌​‌ of the lesson.‍

“Yo~.​ Hello freshmen buddies,‌ are y’all ready?”⁠‌​

Walking​‌⁠ into the room‌‍ with a loud‌​​ greeting was a funkish man whose⁠‌ afro-hair and sunglasses‍⁠ were very impressive.⁠ He was Professor​‌⁠ Fermack Daman of​‌ the Knight Department.‌‍

“As⁠​​ I mentioned last‍‍‌ lesson, we will‌​‍ be starting a group assignment from‍ today.”

“Ahh…”‍

There‍ were laments from‍ everywhere but Professor​ Fermack Daman ignored‍​ their complaints with⁠​ ease.

“Now‍ now. I know‌ you might be​‍‌ thinking this is‍ annoying, but this⁠‌ is very important‍‍ and it’s going⁠ to help out‌‌ in the future.”‍‍‍

Professor‌ Fermack planted expectation‍ into the minds‍‌ of the students‌‍ like a veteran‌ professor. People might​⁠ think of a group assignment as‍‍ something tedious at⁠⁠‍ a glance but‍​‍ as an education‍ facility of guardians,⁠​ the Merkarva Academy⁠ was very practical‌‍ even when it⁠⁠‍ came to group‌⁠‌ assignments.

“Let‌ me first describe​‌ what you’ll be‌‌​ doing before we‍⁠ start the lesson.​⁠ We are the‍ Knight Department so⁠‍‌ unlike the geeks⁠‍‍ of the Magic​​ Department, we are‌​ not going to⁠​ tell you to‌‌ solve some difficult‍​‌ Math equations or​‍‌ tell you to⁠ plant mysterious plants.”​‍‌

– Hahaha!

Knight⁠ Department and the‌ Magic Department. Although‍ the conflict between​‌‍ the two wasn’t⁠ serious by any‌⁠ means, it was‍ natural for some‌ level of competitiveness⁠‌⁠ to exist, which‍​ Professor Fermack made‌ good use of.⁠

– Click!

He‍‍‍ clicked his fingers⁠‍‍ and created a pop of air‌‍⁠ which opened the⁠ documents that were​ installed on the​‌ board.

“Wow~.‌‍‌ He added Condensed‌ Aura into his‍‌​ fingers right? Did‍ you see that,‌​⁠ Mr. Korin?”

“I​‍‍ did.”

Professor​​ Fermack was popular⁠​ among the students​ for showing such‍ attention-grabbing tricks.

“Now.​‍ Have a look​‌ at this paper.”‍‍

The‌ papers he prepared​ had large drawings⁠ of human figures‌‌‍ and appeared like​​ they were explaining‍‍ certain moves one⁠⁠‍ by one. They​‌ were diagrams that⁠‍ you would find⁠ from martial art⁠⁠​ books related to​ knights and weaponry.⁠‍

“Mhmm?”‌

“Mr.‍ Korin?”

“Nothing.”‍​‌

The‍‍‍ movements on the‍‍⁠ papers were showing‍‌ a set of‌​ spear moves.

Several‍‌‌ elementary spearmanship postures⁠ ranging from middle‌ guard to high⁠​ guard, advancing, walking,‍ strafes and lunges​​ were expressed in​⁠ detail. Considering how⁠‍⁠ I had immersed​ myself into basic​‌‍ spearmanship like crazy‌‌⁠ before learning Six⁠‍ Ways of the‍ Spear, they were⁠ a set of‌‍ moves that I knew off by​‍⁠ heart.

‘But‌ why? Wasn’t it‍​‌ boxing in the‌ last iteration?’

Fermack​‌‌ Daman was someone​‍​ who fought with‍‌ bare fists. He​‍⁠ was a boxer‍ known for controlling⁠​‍ the gap, his⁠ dashes as well‌ as his unique⁠‍⁠ use of shadows.⁠​ He was a famous Grade 1 Knight from the⁠ Berkut Academy of​‍⁠ the North with​ Rune Magic installed⁠⁠​ in his gauntlets.​​

He‌ was also known‌⁠ for changing the‌ bare-handed fight curriculum​‌‍ of the army,‌​ which was why‍ he picked boxing‍⁠ in the last⁠‌​ iteration but…

‘Is‌ it because of​ me?’

Did⁠ he notice something‌ from the spearmanship‌‍‌ I showed against‍‍⁠ Lunia Arden during‍‌‌ the interim exam?‍ In a way,​ I guess you​‍ could say Fermack‌ Daman and I were the nephew‍‌⁠ and an uncle⁠⁠⁠ of a martial⁠​ family.

It‌​ was normal for⁠‌⁠ him to be​​⁠ in doubt after‌ seeing my spearmanship‌‍ – not that‍ it mattered though.‍​‍

“Why‌ is it spear​⁠ out of everything?​ No offense but⁠ don’t we have‍‌‌ more students that‍‍‍ are learning the⁠ sword?”

Fermack⁠‌‍ replied to the‍​‌ question raised by‍⁠ one of the⁠​ students.

“There⁠​‌ are a bunch‍ of other people​‌ that learn swords.”​‍​

“…”‌

“Weapons⁠‌ each have their⁠ own profound secrets.⁠ If you don’t‍‍⁠ know the secrets‌​ of these other‍ weapons, you’re bound‍​ to lose in‌⁠​ an interpersonal battle.”​‌

‘Sword‍​⁠ wrestling’ was a prime example. This‌ was something that‌‌⁠ was easily misunderstood,⁠​ but the victor‍ of a close‌​ combat fight with⁠ swords pushing against‍ one another was​‍ not decided by‌⁠ pure strength.

In‍ fact, it was​​⁠ commonplace for those​ that overly trusted⁠⁠ in their strength‌‍‍ to allow a strike to their​ vitals instead.

As​‍‍ one of the​⁠‍ prime examples, in⁠​ a sword wrestle,‌‍‍ the victor could‌ be decided in⁠ less than 0.5‌ seconds with one​ of them losing⁠‍ their heads.

The‍ only way to‌‍⁠ combat these techniques​⁠​ was to practice​ without an end.​‍⁠

“You’ll⁠ have plenty of‍‌ chances to see‌ swords in the‌​‌ future but as​⁠​ for the weapons⁠‍‍ that are less⁠‌‌ mainstream like spears‍​​ and fists, you⁠‍​ will have less‌‌ chances of seeing‍‍‍ their skills. For​ example… Student Korin?”​‌

“…Yes.”​

In⁠​⁠ this lecture room​ of about 40​‍ students, there were‍ only six spear-users​⁠ including myself. And​⁠ out of those⁠ 6 people, it‌‌ was natural for​‌⁠ me to be​‍ chosen as someone‌‌‍ who was rising‍ in fame despite‍‌​ being a Grade⁠‍⁠ 5 Knight.

After‌ all, my stock​‍ price was breaking​ through the ceiling⁠ after the even‍⁠‍ fight against Sword⁠ Master Lunia Arden.‍​‌

“What⁠ do you think​‍ are the advantages⁠​ of a spear?”‌

“I⁠‌‌ would say it’s​‌‍ the ability to⁠⁠ pressure the opponent‌ from a distance,‍⁠ as well as‍‌‌ the destructiveness of‍‌​ a long weapon.”⁠⁠‍

“That​‌‍ is correct. Why‌‌ is that the⁠ case?”

“Because‍‍‌ it is usually⁠‌ held with two‌⁠ hands, and it​⁠⁠ is easy to⁠‍ add weight and‌‌ leverage into the​‍‍ spear.”

“Correct.‌ It’s something you⁠ can also see​‍‍ by comparing weapons‍ like greatswords and‌‍ one-handed swords, but‍‌​ weapons always become‍ more powerful the‌‌​ longer and heavier​ they are.” After⁠⁠‌ saying that, Fermack⁠​ pointed at one‌​‍ of the students‌ who had their​⁠⁠ hand up. “Student​​ Ranan. Do you​ have a question?”‍

Ranan⁠‌ replied, “Sir! Isn’t‍​ the sword still‌‍⁠ the strongest!? There‍⁠ are a lot​⁠​ of people learning⁠‍‌ it as well!”⁠‍⁠

His‍‌‍ comment brought about⁠​ a fierce retaliation.​‌

“You’re‍ saying that again!‌‌‍ Long weapons are​‌ the best, okay?”‌⁠

“Nope!‍⁠‍ Have you never​ heard of swords‌ being the king‍​‍ of weapons? The‍ sword’s definitely going‌⁠⁠ to win in​‍ a close distance!”​

“How​‌ about you try‍ closing in the‌ distance then~?”

Ahh.⁠ There was never‍‌⁠ a conclusion to​‌ this long debate.⁠ Which weapon was​ the real king‍‌ of them all?‍⁠‍

It​‍ was an important⁠‌ issue to young‌⁠ students. Actually, it‌‌ was very important‌ to adults as‌ well.

“Haha.​‍‍ Then as someone‍⁠‌ who showed a wonderful fight against⁠​‌ Sword Master Lunia‌⁠ Arden, how about​‌‍ you tell us,‌ Student Korin?”

Why​ was he calling​‌⁠ me again? The‌‌ sharp gaze behind‌‍ Professor Fermack’s sunglasses‌‌ headed towards me.‍​

“What⁠ do you think‌ is the strongest‍ weapon?”

I could probably give​‍‍ the reply of​⁠​ a model student‍‍​ but I didn’t‍‍‍ feel the need​‍‌ to do so.‌ Fermack was probably‍​ trying to see‍⁠​ through me but…⁠​ there was no⁠⁠‌ need to bother​⁠ hiding it from⁠ this bastard.

“Of‍ course, the spear‍‌ is the best‌​​ and I am‍ the strongest.”

“Boooo!!”‌‍⁠

“He’s​‍ picking a fight‍ with us!”

Haha.⁠⁠‍ The jeers and​​ irritated gazes of‌⁠ young and energetic⁠ students were all​ on me.

What​⁠‍ are you going‌ to do huh?‌ Fight me?

“…”⁠

I could also sense⁠​ Hua Ran’s gaze​​ in the mix.​⁠‌ Umm… she’s not‌​ going to say⁠⁠ something about this​‍​ later is she?⁠

Uhh…‍⁠ not you, of⁠ course.

***‍⁠

Professor⁠⁠ Fermack announced at​‍ the end of‍⁠⁠ the lesson that‍ the group assignment⁠‌ will be about‌‌⁠ explaining a basic⁠⁠‍ spearmanship posture.

“In​ this assignment, you‍⁠‍ will form groups⁠ to freely choose⁠‌‌ a spearmanship style,‍ research into it​ and demonstrate one​​‍ skill.”

“Sir.‍‍ Wouldn’t that make​ it way too​⁠ good for the​ ones that already‌⁠​ use a spear?”⁠‍​

“I⁠ will take that‌‍⁠ into account for⁠ the evaluation, by⁠‍‌ either extra marks‍‌‌ or increasing their⁠​⁠ evaluation threshold. Each‌‌​ group will have​​ 4 people and⁠‍ we will decide‍​ the groups by​⁠ drawing lots.”

Fermack​ placed on the​⁠ desk a box​ with numbered papers⁠⁠‌ inside, and made‍‌ the students take‍⁠​ them out one‌⁠​ by one.

There​‌​ were 40 freshmen​ students of the‍ Knight Department inside‌ the lecture room.​ It was four​​‍ in one group​‌​ so that would​ make about 10‌​ groups, and Korin‍ and the other‍⁠⁠ spear-users had already‍ been divided into⁠ separate groups.

“I’m‍ in Group 3.‍⁠⁠ What’s yours, Korin?”‍

“Group​⁠​ 3.”

“Ohh,‍‌⁠ nice~.”

“…Mr.⁠⁠ Korin is Group⁠‍ 3.”

After⁠⁠‌ listening to the​‌ conversation between Jaeger‍⁠​ and Korin, Alicia​ walked towards the‌ box of lots.‍‌ There was a 10% chance, and⁠​ she hoped that⁠ the goddess of‌ fate would be‌⁠ standing on her​‍‌ side.

Going‍ up to the‌ front desk, she​‍‌ lined up behind‍ Hua Ran in‍ her chained nun​ clothes who had​​ just finished picking‍‌ a number.

“Student‍‍ Hua Ran. What‍ group are you‍ in?” asked Professor​ Fermack.

“Group​​⁠ 3.”

“Okay.​‌‍ Korin Lork, Hua‌ Ran and Jaeger​⁠ Hinzpeter in Group⁠‌ 3.”

‘T,⁠⁠ there’s only one‌ left now!’

Wouldn’t‍‌ that lower the⁠ chance significantly? Alicia​​ nervously threw her‍​ hand into the​⁠​ box of lots.‍

‘Group‌⁠⁠ 3! Group 3!​ Group 3…!’

She‌⁠ immediately took a paper out which‍‌ read…

“Alicia‌⁠ Arden. Group 8.”⁠‌​

“…Ah.”‌⁠‍

The⁠‌⁠ goddess of fate⁠​​ wasn’t standing on‍​​ her side. And⁠‍‍ immediately after that…‍⁠‌

“Dorron⁠‌ Warsky, Group 3.”⁠‍

“Ah…”‍‍

Her⁠‍ lament reached the⁠ ears of Dorron‍ who had just⁠‍‍ pulled his lot.‍ He looked back‌⁠ and forth between⁠⁠‌ his paper and⁠​ Alicia before giving‍⁠ her a seemingly⁠ gentle suggestion.

“Do‍⁠ you want to​‍⁠ swap?”

“C,​​‍ can we please?!”​

“Well,​‍‌ it will be​​ a slight loss⁠⁠ for me, but⁠‌ it’s not like⁠‌‍ I can’t.”

“Mr.⁠ Dorron… You were⁠‍ a nice person!”​

Alicia‌​ walked up to​‌⁠ Dorron’s paper with‍ sparkling eyes but‌‌ Dorron retrieved it​‍ in the blink​‍ of an eye.​‍

“???”‍​​

“20‍​‍ silver coins.”

“A,​⁠⁠ are you charging‍‌ money for that?!”‍​

“There’s‍‌ nothing free in‌ this world, Lady​ Arden.”

“That’s⁠‍ too expensive!”

“Well…⁠‍ if you think‌ about the opportunity​‌‍ cost, I’d say‍​ I’m making a loss.”

“What⁠ do you mean?”⁠‍‌

“What⁠ I mean, is​⁠ that you don’t‌⁠​ have to buy‌‍‍ it if you‌‍ don’t want to.”​​⁠

He‌ cold-heartedly turned around‌‌‍ so Alicia rapidly‌‍ grabbed on the​ end of his​⁠ clothes. She was‌ so fast that‍​​ even the veteran​​ mercenary Dorron could​​ not react in⁠​​ time.

“I,‌‌ I will give⁠‌⁠ you the money.”​‍

The​​ purse of the‍‌​ poor girl opened​⁠‌ with a shiver.‍

「Group​‍ Assignment, Group 3」‍⁠‌

Hua​ Ran

Korin​ Lork

Alicia‌‍‍ Arden

Jaeger‌‌ Hinzpeter

There‍⁠ was a bit‌​​ of corruption and​ a secret negotiation‌ but the members‍ of the Group‍‍‍ Assignment were thus‍‍ decided.

“The⁠‍ assignment will be‍​⁠ due 2 weeks‌ later during this⁠⁠⁠ lesson. On the⁠⁠ weekdays, you can‌⁠​ study by borrowing​​ some books from‍‌ the library and​ you can practice​​ at the training​ rooms or the‌‌ festival hall.”

With‌‍ that, the lesson‍ ended ahead of​ time for the‌⁠ groups to each⁠‌ discuss their plans.‌

“First‌​ off. Who should⁠ we choose for‍‍ our group leader?”​‍

“…”​‍

“…”⁠

“…”‍⁠

Korin’s‌ words were like‌‍ an own goal‌‍‌ because the three‌​​ of them all⁠‍‌ turned to him‍ at the same‌⁠​ time as if‍ they had promised​‍ on it beforehand.⁠⁠

It‌ was going just‍​ like every other⁠​​ group assignment of​​ modern Earth.

Translator’s​​ Note:

Group‌‍ assignments in Korea‌ are infamous for⁠‌⁠ having uncooperative members‍⁠⁠ (it’s used like‌⁠ a meme at‍‍ this point), and‍ the group leader‍⁠ usually shoulders the⁠​‍ blame if something‌ goes wrong.

What did you think of this chapter?
2 reactions

0 Comments


There are no comments yet. Be the first!

Reader Settings
Page mode
Timer
Text Indent
Auto scroll
Tap to read
Pin menu
Translate page
Select language to automatically translate chapter content.
Audio & AI Voice
This chapter has pre-loaded audio
Ads Blocker Image Powered by Code Help Pro

Ads Blocker Detected!!!

We have detected that you are using extensions to block ads. Please support us by disabling these ads blocker.