Gwydion was from the north, and Llywelys from the south, and at first, their accents were so incomprehensible to each other that they had to speak in Latin. However, after about two weeks, they adapted, and Welsh once again became their primary language of communication.

Llywelys was from Aberystwyth and, like Gwydion, decided to go to Merlin’s school in Carmarthen-on-Usk upon reaching the proper age. Most of his relatives and neighbors could not fathom how anyone could leave their hometown even three miles behind without risking their health and life. However, realizing that their kinsman was determined to undertake this perilous journey, the entire clan of Llywelys decided to accompany him. Thus, Llywelys arrived in Carmarthen with a retinue of sixty people, including forty armed men, all bearing their family emblems, coats of arms, and dressed in their finest clothes. Llywelys merely waved dismissively when questioned about this.

Llywelys was not handsome, speaking strictly of his facial features, but this was more than compensated for by his charming smile and gift for conversation. He was the life of any accidental gathering of people and the center of attraction for drunken wanderers, seeking someone to share their sorrows with late at night on deserted city streets.

Gwydion and Llywelys were housed in the same room, with windows facing south and west, offering views of Anthony’s Tower, Nevenhir Tower, and the bend of the River Usk. The room contained two wooden beds, a table, a fireplace, a pair of oak chairs, stone niches for books, a chest for clothing, a vaulted ceiling, a colorful striped rug by the entrance, and a lute left behind by a student from the 16th century.

Gwydion, immersed in his studies, could go weeks wearing his father’s shirt and what, in his opinion, were perfectly normal woolen trousers. Llywelys, on the other hand, usually wore the clothing of the era but carried it with the elegance and independence of someone not bound by the conventions of his time. On the back of his bed, one could often find two or three mismatched socks carelessly tossed, which he would hastily sweep out of sight at the arrival of guests.

In all subjects where students were arranged by mental disposition, Gwydion and Llywelys always ended up at opposite ends of the classroom.

Gwydion and Llywelys dashed across the market square, running late for the Signs of Time class. They were irritated by a member of the city magistrate standing before the wide-open school door, confusedly running his hands over the stonework visible only to him. Not waiting for the man to gather his thoughts, recall how it worked, and finally step inside, Llywelys, in the politest manner, took the councilman by the elbow and quite literally ushered him through the doorway.

“Looking for the headmaster?” Llywelys asked quickly. “Over there, by the stables. He’s bowing to his pony, see? Even taking off his hat.”

Leaving the bewildered official to his fate, they ran through the archway and saw that the seminar on the Signs of Time was already underway. MacCarthy, with a wave of his hand, had conjured a model of a suburban train in the courtyard and was teaching everyone how to step through its doors. The girls were shrieking.

“It only seems like the doors close completely without warning. In reality, this moment is, to some extent, predictable. Watch closely—I’ll show you again,” MacCarthy said, flashing a charming smile as he stepped onto the train car and back out again.

Then he turned into a raven, flew onto the roof above the doors, and nodded to signal that everyone should board one at a time. The shrieking resumed.

Llywelys suspected that MacCarthy’s unofficial motto was, “Never explain the obvious,” and combined with the deadliest subject at the school, the effect was astonishing. Everyone hated Signs of Time, especially MacCarthy himself, but year after year, it had to be taught. Feeling that the subject required it, MacCarthy unfailingly appeared at the S.T. in tattered black jeans but still wore a robe with a lace collar over them.

Notes:

1. Language and Accents:

   • The linguistic misunderstanding between Gwydion and Llywelys highlights the diversity of dialects in medieval Welsh regions. Latin as a lingua franca underscores its role as the scholarly and neutral language of the time.

2. Carmarthen-on-Usk:

   • The phrase “Carmarthen-on-Usk” could be fictional or symbolic. It might reference Carmarthen (Caerfyrddin in Welsh), traditionally associated with Merlin and Welsh mythology. If “Usk” is a river or other geographic feature, clarification may be needed—no such known feature exists in Carmarthen itself.

3. Aberystwyth:

   • A real Welsh coastal town, Aberystwyth is historically significant but not typically linked to figures like Llywelys. Its mention might be to root Llywelys in a real-world location while emphasizing regional diversity.

4. Clan’s Retinue:

   • The large group accompanying Llywelys reflects the importance of kinship in Celtic culture. Displaying emblems and wearing fine clothing also suggests the clan’s pride and status.

5. Character Traits of Llywelys:

   • The description of Llywelys, with his charisma compensating for physical appearance, mirrors the trope of the likable yet imperfect hero, a common figure in Celtic storytelling. His interactions with wanderers could symbolize his accessibility and empathy.

6. Students’ Understanding of Modern Life:

   • Llywelys’ complaint and MacCarthy’s tone highlight the disconnect between the students and contemporary knowledge. This adds humor and emphasizes the unique, almost insulated environment of the school.

7. “A train that travels underground”:

   • The description suggests that subways or underground railways are either unknown to the students or treated as mythical. This reinforces the idea that the school exists in a bubble of magical and historical thinking, where modern technology seems foreign or legendary.

8. MacCarthy’s Raven Transformation:

   • The raven is a prominent symbol in Celtic mythology, often associated with prophecy, transformation, and knowledge (e.g., the Morrigan in Irish lore). MacCarthy’s transformation may highlight his expertise in magical symbolism or his unconventional teaching style.

9. Girls’ Shrieking:

   • Their reaction could underscore the chaos and energy of the class, or it might reflect the startling nature of the sudden transformations and lessons.

10. MacCarthy’s Appearance:

• His shabby jeans and formal robe could symbolize his disdain for the subject yet adherence to professional decorum, reflecting a teacher burdened by obligation but still committed to his role.

11. Headmaster and Pony:

• The imagery of the headmaster bowing to a pony is likely a humorous, whimsical touch. It might subtly emphasize the school’s surreal blend of reverence and absurdity.

12. River Usk:

• The “River Usk” mentioned in the text refers to the River Usk that is geographically distant from Carmarthen but aligns with the author’s intent.