Snape, Potions, Grades, and Magical Theory

[Bart Lidofsky]

No: HPFGUIDX 189331

Pippin:
> Snape was Head of Slytherin. I think that indicates a degree of approval for the way he does his job and a certain ambition to be recognized for doing it. He didn't need to be a Head of House to protect Harry.
>    

     A few observations:

     1) A student's grades in Hogwarts have two purposes. The first is 
to let the student know what he or she has to work on. The second is a 
guide to professors as to who to admit to the advanced classes. In the 
WW, Hogwarts grades count for nothing; it's how the students do on their 
OWL's and NEWT's that count.

     2) One area where Harry is demonstrated on being insufficient is 
theory. It is not made clear whether it's a lack of interest or a lack 
of talent. He appears not to care about why something works; he's just 
interested in cookbook style results. Given instructions and 
concentration, he is reasonably talented. But I doubt that he could come 
up with an original spell, even if it were a minor variation on an 
existing one.

     3) Both Dumbledore and Snape have shown proficiency is being able 
to come up with original applications of magic, or superior methods of 
achieving a result. Secondarily, in PS/SS, Snape's puzzle is a logic 
puzzle, and it is established that wizards are not well schooled in 
logic. Hermione, however, having a very logical mind, shows herself to 
at least know theory, and even apply it (the contract and the coins in 
DA). So have Fred & George; although Hermione considers their work to be 
somewhat elementary, it's notable that the Ministry of Magic was 
interested in some of their applictions.

     To my mind, most wizards are like Harry; quite willing and able to 
learn applications, but weak when it comes to theory. This appears to be 
what makes the difference between good wizards and great wizards (skill, 
not good/evil). Snape's impatience with students may very well come from 
this; although he gives cookbook instructions to his class, errors that, 
without understanding of theory, look extremely minor look like 
tremendous carelessness from Professor Snape's point of view. For 
example, if you are cooking, and using Kelvin as your temperature scale, 
then bringing water to 373 degrees or 353 degrees doesn't seem to be 
that big a deal. But knowing that it's, in Fahrenheit, it's 212 degrees 
vs. 176 degrees, it's a BIG difference (Celsius is easier; 100 degrees 
or 80 degrees) . But, even so, if the student is unaware that water 
boils at 373 degrees Kelvin, they may not even be able to make the 
connection. One can see how a teacher can be frustrated when faced with 
that level of ignorance.

     Bart