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"Actually, Professor, your class is excellent, but… it\'s a bit too easy for me. I\'ve already studied spell theory and learned most of the first-year spells on my own."

Flitwick\'s eyebrows shot up in surprise. "Ah, I had a feeling when I saw you cast earlier. You are certainly ahead of your classmates. But do you know why your spellcasting caught my attention so quickly?"

Alex shook his head, unsure of how to respond.

"Because it\'s unusual," Flitwick said, leaning back in his chair.

Unusual? Alex\'s mind raced. Could he really be that different from the other students?

"You see," Flitwick continued, "a wizard\'s growth isn\'t something you can measure from birth. Magical talent only reveals itself after what we call a \'magical outburst,\' which can happen anytime between ages six and ten. Some families like to boast about their children showing magic as early as three. But that\'s nonsense."

Alex nodded. He himself had experienced his first magical outburst around age seven.

"After the outburst," Flitwick explained, "a wizard\'s magic grows rapidly, but it\'s chaotic and difficult to control. That\'s why Hogwarts only admits students at eleven. By then, a young wizard\'s magic has stabilized enough to be safely guided. Before wands were invented, casting spells was far riskier, and many wizards in ancient times died from magic gone out of control."

Alex thought back to how much more in tune with his magic he had felt after getting his wand.

"The wand is a powerful tool. It stabilizes the magic inside you, making it safer to cast spells. But at the same time, it dulls your sensitivity to magic. Before getting a wand, most young wizards can perform simple tricks without one. But after they get a wand, it\'s often harder to do those same tricks. That\'s why many wizarding families avoid giving children wands too early; they don\'t want to dull their magic awareness too soon."

Alex\'s thoughts drifted back to the moment when he first held his wand, remembering the subtle change in how his magic felt within him.

"Similarly, the precise movements and words used in spellcasting play a critical role," Professor Flitwick explained. "They help wizards who have reduced sensitivity to magic, enabling them to learn spells more quickly and easily. Back in the days when wands weren\'t commonly used, silent, wandless casting was the norm."

Flitwick paused, clearing his throat as the lengthy explanation left him a bit parched. "That\'s how it was."

Alex recalled his years of secret self-training. It wasn\'t just about strengthening his magic, but it also seemed to heighten his sensitivity to it, making him more aware than most wizards.

Flitwick leaned forward, his tone soft but firm. "As you may have noticed, most young wizards today struggle with magic because their sensitivity has decreased. They lose the ability to perform small tricks without wands. This creates what I call a \'perception gap.\' If not addressed, it can lead to frustration, even making it harder for them to cast spells as they grow. Emotions are crucial to spellcasting; they are a key part of the process."

He continued, "Some exceptionally talented wizards might pick up a spell or two quickly after getting their wands, but even they need time and practice. Sensitivity to magic generally increases well into a wizard\'s 30s. As this sensitivity improves, learning and casting spells becomes easier and more natural."

Flitwick gave Alex a thoughtful look. "But when you say you\'ve already mastered first-year spells and can perform them silently, it tells me you are... unique."

Flitwick\'s curiosity was clear. "So, Alex, could you tell me more? This could be valuable for academic research on magical development. I do understand that it may seem intrusive, but my love for spells makes me ask, even if it\'s cheeky."

Alex considered Flitwick\'s sincerity. The professor had given him so much insight into spellcasting and answered questions Alex had carried for years. It didn\'t seem like a huge secret to share.

"Thank you, Professor Flitwick. The reason I learned silent casting so early isn\'t as complicated as it might seem. It has a lot to do with how I grew up."

Flitwick leaned in, listening closely.

"You might not know this, but I\'m an orphan. Growing up in an orphanage, I had to learn independence early. When I was about seven, strange things began happening around me—like you mentioned with the magic riot. Objects would float or move unexpectedly."

Flitwick nodded, encouraging him to continue.

"I was terrified at first. Living in the Muggle world, I had no idea what it meant, so I kept it a secret. I started investigating it myself, trying to control the strange power inside me. Back then, I thought I had some sort of superpower, like in Muggle stories. So I experimented."

Alex chuckled lightly at the memory. "I\'d stare at a cup for hours, trying to make it move. I had no concept of magic then, just this burning curiosity and a lot of patience."

Professor Flitwick\'s eyes widened as Alex spoke, impressed by his perseverance.

"Eventually, after who knows how many tries, I managed to move the cup. That\'s when I realized I could control this force inside me—magic. From then on, I practiced daily, experimenting and training myself to control it better. It wasn\'t until I got my Hogwarts letter that things became clearer."

To illustrate his point, Alex raised his hand, and the books in front of them lifted off the table, floating effortlessly in the air.

"My goodness!" Flitwick exclaimed. "This is wandless, silent casting!"

Alex smiled faintly, but there was more to his story.

"After all those years of practice, controlling magic became second nature to me. I trained not just my magic, but my body, too—though it\'s hard to explain exactly how I did it. When I finally got my wand, things felt a little off at first. As you said, the sensitivity to magic decreased. But thanks to all my training, I managed to maintain a higher level of control."

Flitwick listened intently, his admiration for Alex growing.