"Ahem!" Dumbledore gave a light cough, and Lockhart, somewhat reluctantly, tore his eyes away from the phoenix.
"Lockhart, let's talk about your teaching strategy for the young wizards," Dumbledore prompted.
Although he had been interrupted, Lockhart couldn't help but glance once more at the phoenix before replying seriously:
"Headmaster, do you know what the most important step is in an adventure?"
Without waiting for an answer, he continued,
"It's gathering enough information. Since risks can arise at any time, only with sufficient information can we calmly deal with unknown dangers."
"I've gathered data on how previous Defense Against the Dark Arts professors taught in recent years, and I found—"
He paused, organizing his thoughts to phrase things delicately.
"Possibly due to the curse, the students' foundational knowledge is too weak. It needs serious reinforcement."
"So my idea is to increase the number of Defense Against the Dark Arts classes in the early stages, so they can absorb as much knowledge as possible."
Dumbledore nodded, gesturing for him to continue.
"To help the students digest what they learn in class quickly," Lockhart said, "I suggest increasing the number of practical lessons. That will also boost their combat experience."
"That could work, but you must ensure the students' safety," Dumbledore reminded him.
"Of course. I'll be very careful with that," Lockhart promised, then continued,
"I believe fifth-year students face the most pressure due to their O.W.L. exams, so we need to make them review the material thoroughly."
"My plan is to have them take lots of tests and drills, specifically focused on exam-relevant knowledge."
"Hmm, that might work," Dumbledore raised an eyebrow, seemingly finding the idea worthwhile.
"For sixth and seventh years, since they're approaching graduation, we can loosen things up and encourage them to explore job opportunities outside school."
Dumbledore nodded, and Lockhart carried on.
"First and second years are just starting to learn magic. If we make it too serious, they might lose interest, so I suggest adding more fun, hands-on activities to spark their enthusiasm."
Lockhart's voice rose slightly with excitement.
"So that's why you chose your seven books as textbooks?" Dumbledore asked.
Lockhart laughed awkwardly, then replied with a straight face,
"Of course! That was my intention from the beginning."
"We should learn magic through curiosity and engagement, not just through dull studying. My books are entertaining and educational."
He spoke with growing confidence,
"They're perfect as textbooks."
Dumbledore nodded as if he agreed.
Encouraged, Lockhart grew even more enthusiastic:
"First and second years can focus on the fun of magic."
"But third and fourth years are different. By then, they've had more exposure. It's time to emphasize knowledge. We can reduce the hands-on work a bit and give them more advanced information."
"We must let them drown in the ocean of knowledge," he said dramatically.
Dumbledore nodded again, approving the value of more education for the students.
Seeing this, Lockhart became even more excited and began to ramble:
"I also have another proposal. We must focus on cultivating the outstanding students."
"Average students and talented ones absorb knowledge at vastly different rates—it's like night and day."
"For example, I know a young witch in first year who's already mastered Polyjuice Potion, which even many adult wizards struggle with."
"So I think we should prioritize nurturing the most gifted students—perhaps by founding a Lockhart Club."
Now Lockhart was getting carried away:
"Students who've mastered class content should be allowed to explore new knowledge. I could teach them some of my adventures, unique spells, and magical theories."
"We could even work on magical research projects—like deciphering unknown runes or experimenting with unfamiliar magical metals—to develop their research mindset and skills."
"Professors could publish papers with the students' names included, giving them impressive résumés."
"Also, it would be great to have professors from Potions and Charms join in, letting the students experience what top-level wizards are capable of."
"Even better if you, Headmaster Dumbledore, would join us. The students would be thrilled to witness a world-class wizard firsthand."
Dumbledore's expression froze slightly as Lockhart kept going.
The more he listened, the more it seemed Lockhart wasn't trying to cultivate young talent but rather recruit unpaid workers—and drag the professors along, too.
"Ahem! Ahem!" Dumbledore coughed several times, interrupting Lockhart's excited speech.
Reluctantly, Lockhart stopped talking. He still had so many ideas—exciting magical projects that required excellent wizards to participate.
Still, he thick-skinnedly asked,
"Professor Dumbledore, don't you think my proposal sounds amazing?"
"I believe it would be very effective. If you joined, the students would be so excited."
Faced with Lockhart's shameless enthusiasm, Dumbledore hesitated. He didn't want to outright reject him, so he said diplomatically:
"There's no rush. You can try holding the club first, and if students and professors join voluntarily..."
Lockhart beamed.
He imagined a crowd of students and Hogwarts professors researching runes, Marvel magic materials, and Kamar-Taj spells together.
As for knowledge leaks? He wasn't worried.
He wasn't stupid—he'd only share the basics. The deeper stuff wouldn't be revealed.
And even if it was, without foundational understanding, no one would grasp it.
In fact, he wanted this new magical system to spread—it would shake up the rigid class system of the wizarding world.
Amid chaos, new opportunities would emerge.
Whoever seized the greatest opportunity would influence—maybe even control—the entire wizarding world.
And that person? Who else but him!
Lockhart thought proudly to himself.
Then—
Dumbledore suddenly said something that snapped Lockhart back to reality:
"Lockhart, I have a request... about Harry Potter."