Chapter Summaries

Chapter Summary: “Ten Days of Training—Could It Help?”

Key Plot Points and Events

• The provincial Open Class inspection is moved forward, leaving Li Yuan only ten days to prepare the teachers of Lingshan First High School.
• After accounting for a final review day, Li Yuan has only eight days to conduct meaningful training. He recognizes that his program may not be perfect but aims to cover roughly ninety percent of the major difficulties teachers may face.
• Unlike the city-level inspection, the provincial evaluation will involve at least eighty percent of the school’s teachers, making widespread improvement essential.
• Principal Yin and the two Vice Principals remain at school, discussing Li Yuan’s training and hoping it will fail. They believe intensive last-minute instruction cannot fundamentally transform experienced teachers.
• The school leaders focus on protecting themselves from blame if the provincial officials are dissatisfied. Principal Yin claims he has provincial connections and plans to shift all responsibility onto Li Yuan and Zeng Chang, who supported Li Yuan’s promotion.
• They also discuss why Li Yuan has gained authority so quickly. His victories over Gu Yu, success in the Youth Martial Tournament, confrontation with Jin Fan, and the administration’s own actions have made the teachers respect or fear him.
• At home, Li Yuan has dinner with his parents, who are now running a successful simple-meal business. He continues preparing his lessons afterward.
• Li Yuan video-chats with Xu Nianxing and teaches her exercises to reduce the neck and lower-back strain caused by her internet-company job. Their interaction is warm and increasingly intimate, though her mother’s call interrupts the conversation.

Character Developments

• Li Yuan: Demonstrates responsibility and strategic thinking by carefully planning the limited training period. He is determined to make every class valuable and accepts the possibility of shortcomings while still aiming for substantial results. His concern for Xu Nianxing’s health also reveals a caring and supportive side.
• Principal Yin: Becomes increasingly anxious about Li Yuan’s influence and his own declining authority. Although he appears calm, he is focused on political maneuvering and avoiding personal responsibility rather than improving the school.
• Vice Principals Wu and the other Vice Principal: Remain confident that Li Yuan’s training cannot produce major changes. Their main concern is protecting themselves from consequences during the provincial inspection.
• Li Yuan’s parents: Are healthier and more energetic now that they have meaningful work through their food business. Their decision to save a meal for Li Yuan shows their affection and thoughtfulness.
• Xu Nianxing: Appears exhausted from work but is comfortable enough with Li Yuan to practice his exercises during their call. Li Yuan increasingly considers her a possible romantic partner.

Significant Themes

• Preparation versus skepticism: The chapter contrasts Li Yuan’s disciplined preparation with the school leaders’ dismissive belief that meaningful improvement is impossible at the last minute.
• Leadership and authority: Li Yuan’s authority comes from demonstrated ability, courage, and past achievements, while Principal Yin’s authority is weakened by political conflict and self-interested behavior.
• Responsibility and blame: Principal Yin and the Vice Principals prioritize avoiding punishment and shifting blame, highlighting the difference between genuine leadership and bureaucratic self-preservation.
• Family and ordinary happiness: Li Yuan’s parents’ successful food business and their shared meal emphasize family warmth, modest prosperity, and the value of simple comforts.
• Growing emotional intimacy: Li Yuan and Xu Nianxing’s conversation develops their relationship, showing mutual comfort and Li Yuan’s increasing affection for her.

Character Interactions

• Principal Yin and the Vice Principals discuss Li Yuan’s training, his influence over the teachers, and their plans to make him responsible for any failure.
• Li Yuan shares a warm family dinner with his parents and tastes the food they intentionally saved for him.
• During a video call, Li Yuan teaches Xu Nianxing health exercises tailored to her work-related physical problems. Their playful and harmonious exchange strengthens their bond before her mother’s phone call ends the conversation.

Summary: “Xu Nianxing’s Plans”

Key Plot Points and Events

• Xu Nianxing speaks with her mother, who demands that she stop seeing Li Yuan after learning that his parents run a fast-food stall.
• Her mother is embarrassed by Li Yuan’s family background and believes Xu Nianxing should find a wealthier man already settled in a major city.
• Xu Nianxing defends Li Yuan, emphasizing his good looks, stable career, promotion to Teaching Affairs Director, character, and emotional compatibility.
• Rather than openly arguing, Xu Nianxing decides to delay and wait for her mother to eventually compromise. She has even considered using her own savings to satisfy any future bride-price demands so Li Yuan will not bear the burden.
• Xu Nianxing reflects on the practical difficulties of marrying Li Yuan, especially the distance between them and the problem of employment. She is willing to return to their hometown, Lingshan City, but worries that she would only find low-paying work there.
• She resolves to save as much as possible while she still has a well-paying job in a major internet company, reducing the financial pressure on Li Yuan if they marry.
• Meanwhile, Li Yuan continues preparing lessons for the new semester. On the second day, he focuses on foundational material and reviews before beginning new lessons.
• His teacher-training course also continues, with movement techniques requiring several more days of instruction.
• The teachers, including experienced and Advanced Class instructors, become much more receptive after seeing Li Yuan’s ability to explain martial concepts clearly and thoroughly.
• Former critics begin supporting him, recognizing that he is more qualified and professional than the previous acting administrator.
• Yin Yi, who had once taken Li Yuan’s position, becomes ashamed and questions why the school failed to recognize Li Yuan’s talent earlier.

Character Developments

• Xu Nianxing: Demonstrates loyalty, practicality, and emotional maturity. She values mutual emotional support over wealth or social status and is prepared to make financial sacrifices to protect her relationship with Li Yuan.
• Xu Nianxing’s mother: Revealed as status-conscious, prideful, and heavily concerned with family comparison and material circumstances. Her opposition is based more on embarrassment than on Li Yuan’s actual character.
• Li Yuan: Continues to prove himself through competence rather than confrontation. His teaching expertise earns the respect of colleagues who previously underestimated him.
• The teachers: Shift from skepticism and disdain to admiration and support after benefiting from Li Yuan’s instruction.
• Yin Yi: Experiences regret and self-doubt after realizing that Li Yuan was far more deserving of the position he had taken.

Significant Themes

• Love versus social status: Xu Nianxing rejects the idea that wealth, family prestige, or urban residence determine a partner’s worth.
• Emotional compatibility: She seeks a relationship based on mutual support rather than one-sided dependence or material obligation.
• Family pressure and marriage expectations: The conflict highlights parental interference, social comparison, and the burden of bride-price customs.
• Practical sacrifice: Xu Nianxing considers employment, savings, and relocation, showing that affection must be supported by realistic planning.
• Recognition of true ability: Li Yuan’s expertise gradually overcomes prejudice and institutional misjudgment.
• Professionalism over seniority: His clear understanding and teaching skill earn respect even from older, more experienced colleagues.

Character Interactions

• Xu Nianxing and her mother: Their conversation is tense. Her mother criticizes Li Yuan’s family and pressures her to find someone wealthier, while Xu Nianxing calmly defends him and avoids a direct confrontation.
• Xu Nianxing and Li Yuan: Although their direct interaction is limited to a phone call, her thoughts reveal deep concern for his future, finances, and emotional well-being.
• Li Yuan and the teachers: His lectures transform their attitude toward him, replacing skepticism with respect and support.
• Li Yuan and Yin Yi: Their conflict remains mostly indirect, but Yin Yi’s regret shows his recognition that Li Yuan was unfairly overlooked and that he had occupied a role Li Yuan deserved.

Chapter Summary: Provincial Inspection Team Arrives as Training Ends

Plot Points and Events

• Li Yuan completes the second day of intensive training for Lingshan No.1 High School’s teachers. His lessons focus not merely on memorizing techniques, but on understanding the underlying principles of Martial Dao.
• The teachers’ initial skepticism and disdain disappear as Li Yuan patiently answers their questions and demonstrates the reasoning behind cultivation methods and martial techniques.
• After class, several teachers arrange to practice together in the Practice Room so they can test whether Li Yuan’s teachings work in actual combat.
• Li Yuan notices that his Experience Point gains are slowing, though he remains confident that he will soon obtain his sixth Talent Point.
• He encounters Chen Yong, who is unexpectedly enthusiastic about practicing. Li Yuan discovers that Chen’s motivation is partly connected to a female teacher he seems interested in.
• At home, Li Yuan helps his parents pack up their food stall. Xu Nianxing’s mother briefly meets them but displays concealed disdain toward the family’s modest livelihood, leaving Li Yuan’s parents feeling self-conscious about their social status.
• Li Yuan reassures himself that Xu Nianxing’s mother’s attitude does not necessarily reflect Xu Nianxing’s own feelings. Later, Xu Nianxing calls him, and he continues helping her with basic health-preserving cultivation techniques.
• Over the following days, the teachers become increasingly committed to both studying and practicing. Their visible progress encourages them to listen more carefully and participate more actively.
• The week of training proceeds smoothly without interference from Principal Yin’s faction. By the end, the teachers are deeply absorbed in Martial Dao research.
• The chapter concludes with the provincial inspection team scheduled to arrive the next day, setting up the upcoming inspection and open-class evaluation.

Character Developments

• Li Yuan: Demonstrates strong teaching ability, patience, and a deeper understanding of Martial Dao principles. He remains confident in his own growing status while staying considerate toward his family and Xu Nianxing.
• The teachers: Shift from passive recipients and skeptics to enthusiastic learners who actively discuss, experiment, and practice Li Yuan’s teachings.
• Chen Yong: Becomes unusually motivated to train, though his motivation appears to be connected as much to romantic interest in a female teacher as to Martial Dao.
• Xu Nianxing: Continues to maintain a close relationship with Li Yuan and shows interest in visiting his parents, contrasting with her mother’s apparent disapproval.
• Li Yuan’s parents: Feel embarrassed and hurt after sensing Xu Nianxing’s mother looking down on their street-stall business.
• Xu Nianxing’s mother: Reveals social prejudice through polite but dismissive behavior, emphasizing the class difference between the two families.

Significant Themes

• Teaching principles versus teaching forms: Li Yuan’s approach emphasizes understanding the foundations and logic of Martial Dao rather than simply memorizing answers.
• Positive feedback and motivation: Both students and teachers become diligent when they can see concrete improvement from their efforts.
• Practical application: True understanding is shown through practice, not merely through listening or memorization.
• Social class and dignity: Xu Nianxing’s mother’s attitude highlights the tension between family background, occupation, and perceived social status.
• Family and personal judgment: Li Yuan believes individuals should be judged by their own choices rather than by their parents’ attitudes or social position.
• Foundations and long-term growth: Though high-school cultivation techniques have limited combat value, they provide essential physical and theoretical foundations.

Important Character Interactions

• Li Yuan and the teachers develop a respectful, productive teacher-student relationship through repeated questioning and discussion.
• Li Yuan teasingly confronts Chen Yong about his sudden enthusiasm, exposing Chen’s likely romantic motivation.
• Li Yuan’s family meets Xu Nianxing’s mother, creating an uncomfortable encounter shaped by class prejudice.
• Li Yuan and Xu Nianxing maintain their relationship through regular calls, with Li Yuan teaching her health-preserving techniques.
• The teachers increasingly cooperate with one another, practicing together and reinforcing the effectiveness of Li Yuan’s instruction.

Chapter Summary

1. Key Plot Points and Events

• The ten-day intensive teaching period at Lingshan No. 1 High School ends just before the Provincial Education Bureau begins its Open Class inspection.
• This is a special inspection, not a routine touring inspection. The province has already received repeated complaints about declining education quality in the Southeast Region, particularly after poor National College Entrance Examination results.
• Lingshan City’s six high schools are reviewed, but the inspection focuses mainly on the municipal key schools, Lingshan No. 1 and No. 2 High Schools. More than eighty percent of the teachers at No. 1 High School will be selected for inspection, while the rest must conduct Open Classes.
• Provincial leaders arrive at No. 1 High School, led by Vice Governor Qin. School administrators and Municipal Education Bureau officials attend the formal reception.
• Principal Yin attempts to distance himself and the school leadership from responsibility for the school’s teaching results. He claims that Director Zeng had appointed Li Yuan as Teaching Affairs Director and placed teaching operations under Li Yuan’s control, leaving the school leadership responsible only for administrative matters.
• Deputy Director Kang, who supports Principal Yin, reinforces this explanation by portraying the school leadership as having been forced to accept Director Zeng’s reforms.
• Vice Governor Qin consequently directs attention toward Director Zeng and especially Li Yuan, stating that the inspection will reveal whether the newly promoted Teaching Affairs Director is capable.
• Director Zeng becomes concerned that the inspection’s responsibility is being unfairly shifted onto Li Yuan, whose recent promotion and limited time in office leave him vulnerable to career-ending criticism.

2. Character Developments

• Li Yuan: His position becomes increasingly precarious. Although he has worked intensely to improve teaching during the past ten days, he recognizes that genuine teaching ability cannot be transformed instantly. The chapter also shows his maturity and understanding of institutional practices, particularly why inspections are announced in advance rather than conducted as surprise checks.
• Principal Yin: He reveals himself as politically cautious and self-protective. Rather than accepting collective responsibility for the school’s performance, he tries to portray teaching failures as the consequence of Director Zeng’s appointment of Li Yuan.
• Director Zeng: His political position is also at risk because he promoted Li Yuan and is acting as the Municipal Education Bureau’s director. However, unlike Principal Yin, he does not want Li Yuan to bear the full consequences of a poor inspection.
• Vice Governor Qin: He appears pragmatic and concerned with accountability. He understands the political maneuvering around the inspection but insists that those responsible for educational management face the results.
• Deputy Director Kang: He supports Principal Yin and helps construct a narrative that shields the school leadership from blame.
• Li Yuan’s perspective: His reflections demonstrate growing professional experience. He now understands inspections as a means of encouraging preparation and correction without causing constant disruption through surprise investigations.

3. Significant Themes

• Political responsibility and scapegoating: The central conflict concerns who will be blamed if the school performs poorly. Principal Yin attempts to shift responsibility onto Li Yuan and Director Zeng.
• Institutional accountability: The inspection tests whether responsibility can truly be delegated or whether school leaders remain accountable for overall results.
• Reform versus entrenched interests: Li Yuan’s appointment represents an attempt to address the school’s teaching problems, but established administrators resist bearing the consequences of that reform.
• Appearance versus reality: The welcoming ceremony appears formal and ceremonial, but it also signals the seriousness of the inspection. Similarly, official explanations about teaching responsibility conceal political calculations.
• Limits of short-term reform: Ten days of intensive training may improve preparation but cannot fundamentally transform teachers’ abilities or reverse long-term educational decline.
• Maturity and administrative understanding: Li Yuan’s reflections show that he has moved beyond viewing official procedures as meaningless rituals and now understands their practical and political purposes.

4. Character Interactions

• School administrators formally welcome the provincial inspection team, with Principal Yin taking the lead.
• Principal Yin subtly highlights Director Zeng’s late arrival, attempting to make him appear negligent before Vice Governor Qin.
• Vice Governor Qin defuses the incident, explaining that he had invited the Municipal Bureau officials at the last moment and that both praise and criticism should be shared.
• While walking through the school, Vice Governor Qin questions Principal Yin about the decline in examination results. Principal Yin responds by attributing teaching responsibility to Li Yuan, with Deputy Director Kang supporting his account.
• Vice Governor Qin then calls Director Zeng forward and explicitly connects the school’s future results to the Teaching Affairs Director Zeng appointed.
• Director Zeng wants to defend Li Yuan, realizing that a poor evaluation could damage the young director’s entire political career, but the chapter ends before he can fully respond.

Chapter Summary: “Class, Everyone Was Engrossed in Listening”

Key Plot Points and Events

• Deputy Director Kang publicly places responsibility for the provincial Open Class inspection on Director Zeng and the teacher he recommended, Li Yuan. This allows the school leaders—especially Principal Yin—to distance themselves from any possible failure.
• The Provincial Education Bureau organizes a large-scale inspection involving 106 teachers over four days. Six inspection groups are formed, with Vice Governor Qin leading one of them.
• Li Yuan is unexpectedly asked to accompany Vice Governor Qin’s group, despite not originally being scheduled to attend.
• The first class observed is on Sinking Mountain Fist, a difficult martial skill usually taught later in the school year.
• The teacher initially appears extremely nervous, but he gradually settles into the lesson and demonstrates a deep understanding of the technique—knowledge he had likely gained through Li Yuan’s earlier training sessions.
• The teacher’s explanation captivates both the students and the provincial officials. The classroom becomes fully absorbed in the lesson, and Experience Light Points begin dropping around the students, confirming that they are genuinely learning and thinking.
• Provincial officials listen carefully, take notes, and repeatedly nod in approval. Director Zeng recognizes that the school’s teachers are performing far better than they had in the past.
• The lesson ends successfully after forty minutes. Though the students’ questions are simple, the more difficult and decisive part of the evaluation—the inspection team’s prepared questions—is about to begin.

Character Developments

• Li Yuan continues to demonstrate his influence as a teacher and mentor. His earlier instruction has clearly improved the abilities of the school’s teachers, even if he does not yet know how much they have benefited.
• Director Zeng becomes increasingly confident and pleased as he sees the teacher perform well. The class confirms his belief that Li Yuan’s methods have transformed the school’s teaching quality.
• Deputy Director Kang is shown as politically calculating and aligned with Principal Yin. He deliberately shifts responsibility onto Zeng and Li Yuan.
• Principal Yin becomes deeply frustrated when the teacher performs excellently, contradicting his previous negative assessment of the teacher’s abilities. He hides his disappointment behind a false expression of satisfaction and reassures himself that one strong performance proves little.
• The teacher overcomes his nervousness and reveals genuine mastery of the material, earning the approval of the inspectors.
• The students initially feel intimidated by the large audience and important officials, but gradually become immersed and confident as the lesson progresses.

Significant Themes

• Political maneuvering and scapegoating: School leaders attempt to avoid responsibility by assigning all potential blame to Li Yuan and Director Zeng.
• Merit versus prejudice: The teacher’s strong performance exposes how inaccurately the school leadership had judged him before Li Yuan’s intervention.
• The transformative power of teaching: Li Yuan’s training produces visible improvements in both teachers and students.
• Public performance and hidden emotions: Characters must conceal their true feelings in the formal inspection setting, especially Principal Yin, whose outward approval conflicts with his inner resentment.
• Authentic learning: The dropping Experience Light Points symbolize that effective teaching is not merely recitation but inspires students to understand, absorb, and think about the material.
• Pressure and composure: Both teacher and students begin nervously but overcome their anxiety through engagement with the lesson.

Character Interactions

• Deputy Director Kang confronts Director Zeng and forces him into the position of being accountable for the inspection’s results.
• Director Zeng and Li Yuan observe the provincial inspectors together, sharing the significance of the officials’ approving reactions.
• Vice Governor Qin and the inspection team closely evaluate the teacher, while the teacher gradually wins their attention through his explanation.
• Principal Yin and the other school leaders silently react to the teacher’s success, outwardly pretending to be pleased while privately feeling threatened and frustrated.
• The students interact with the teacher through their questions, demonstrating that the class has successfully captured their attention and encouraged participation.

Chapter Summary

Key Plot Points and Events

• The first Open Class on Sinking Mountain Fist ends without questions from the Provincial Bureau officials. Vice Governor Qin explains that the lesson was thorough enough and that asking unnecessary questions would amount to nitpicking.
• The inspection team immediately proceeds to a second class to evaluate whether the first teacher’s success was merely luck.
• He Ya teaches Mystic Bird Step, a foundational Movement Art. Her lesson is clear, comprehensive, and even more engaging than the first.
• Once again, the officials have no substantive questions. Vice Governor Qin personally returns to assure He Ya that the lack of questions reflects the quality of her lesson rather than dissatisfaction.
• At lunchtime, Vice Governor Qin criticizes Principal Yin’s previous management, noting that teaching quality improved dramatically after the Teaching Affairs leadership changed.
• He praises Acting Director Zeng Chang for identifying and correcting the school’s problems, suggesting that Zeng’s position may soon become permanent.
• Vice Governor Qin then meets Li Yuan, the newly appointed Teaching Affairs Director, and openly credits him for the school’s major improvement.

Character Developments

• Li Yuan becomes increasingly confident as two consecutive classes perform exceptionally well. The ten-day teacher training he organized is proven effective, and he realizes the remaining classes are unlikely to fail.
• He Ya demonstrates significant growth in teaching ability. Her confidence, preparation, and eloquence make her lesson even more successful than the first.
• Director Zeng Chang gains recognition from Vice Governor Qin. His decision to support Li Yuan and implement the training program is validated, improving his prospects for promotion.
• Vice Governor Qin is shown to be perceptive, fair, and careful in his leadership. He avoids unnecessary criticism, explains his intentions clearly, and ensures teachers do not misinterpret the officials’ silence.
• Principal Yin and the other school leaders become increasingly embarrassed. Their earlier attempts to distance themselves from the inspection’s results backfire as the school’s success is attributed to changes they did not support.
• Deputy Director Kang and the Provincial Bureau officials are surprised by the unexpectedly high quality of the classes, which contradicts their earlier expectations.

Significant Themes

• Effective leadership and reform: The school’s rapid improvement is presented as the result of decisive administrative changes and proper support for teachers.
• Recognition of merit: Those who genuinely contributed—especially Li Yuan and Zeng Chang—receive praise, while those who tried to avoid responsibility are excluded from the credit.
• The importance of preparation and training: The teachers’ strong performances validate Li Yuan’s intensive ten-day training program.
• Political and institutional accountability: Vice Governor Qin’s comments expose the connection between management quality and educational outcomes.
• Appearances versus reality: The school leaders expected failure and tried to protect themselves, but the successful classes reveal the effectiveness of the reforms.

Character Interactions

• Director Zeng tactfully tells Vice Governor Qin that the first class needs no further questioning, helping create a positive atmosphere.
• Vice Governor Qin praises both teachers directly and clarifies why he does not ask further questions.
• He invites Zeng Chang to walk beside him, publicly signaling approval and strengthening Zeng’s standing.
• Vice Governor Qin criticizes Principal Yin while praising Zeng, contrasting ineffective former management with successful reform.
• He warmly shakes Li Yuan’s hand and attributes the school’s improvement to his work, leaving Principal Yin and the other leaders unable to claim credit.

Chapter Summary: “More Than Enough to Ruin Things!”

Key Plot Points and Events

• Li Yuan and Zeng Chang are seated beside Director Qin at lunch, signaling Qin’s approval of their work and their rising influence.
• Director Qin questions Li Yuan about the sharp improvement in lesson quality. Li Yuan explains that student performance depends mainly on:
  • School culture and academic discipline
  • Teachers’ instructional ability
  • Students’ overall caliber, which is heavily influenced by admissions
• Li Yuan emphasizes that teachers can only be effective when students are willing to learn. Building motivation requires supervision, guidance, and positive feedback.
• Director Qin praises Li Yuan’s educational philosophy and confirms that Zeng Chang made the right choice in promoting him.
• Qin instructs Zeng Chang to quickly assemble his own team and expects strong results in the next National College Entrance Examination. Zeng confidently promises to deliver.
• The Open Class continues through the afternoon and over the following three days. Across twenty-four classes on the first day, nearly all teachers receive A-minus or higher ratings, with only one earning a B.
• After four days, Director Qin has personally observed fourteen classes, including several selected at random. Every teacher performs at least acceptably, and most are judged outstanding.
• Qin’s confidence in Zeng Chang and Li Yuan grows, while his concerns about the education system and the threat of talent shortages remain apparent.
• Before leaving for Lingshan No.2 High School, Qin reprimands First High School’s leadership for its poor cafeteria conditions and orders Zeng Chang to oversee reforms.
• Deputy Director Kang, who supported Principal Yin and is aware of the cafeteria’s corruption, realizes that he may need to abandon Yin to protect himself.
• The chapter ends with Zeng Chang hosting a large dinner for the teachers to celebrate the successful Open Class and his expected promotion.

Character Developments

• Li Yuan: Demonstrates strong educational insight and leadership. His emergency training has clearly improved the teachers’ abilities, establishing him as an effective reformer and earning Director Qin’s recognition.
• Zeng Chang: Gains confidence and political momentum. Qin’s praise makes his promotion to the permanent position nearly certain, and he begins preparing to build his own administrative team.
• Director Qin: Reveals himself as an attentive, reform-minded official who personally evaluates teaching rather than relying only on reports. He is willing to praise effective work but also directly confronts administrative negligence.
• Principal Yin and the school leadership: Lose credibility in Qin’s eyes. Their inability to manage either teaching or student welfare leaves them vulnerable to losing authority.
• Deputy Director Kang: Becomes politically threatened because of his association with Yin and the cafeteria scandal. He starts considering cutting ties with his former ally.

Significant Themes

• Educational reform: Effective education requires both capable teachers and a school environment that encourages students to learn.
• The importance of motivation: Even excellent instruction is useless if students lack the desire to listen and participate.
• Leadership and accountability: Administrators are judged not only by academic outcomes but also by their handling of students’ daily lives and welfare.
• Merit versus complacency: Li Yuan and Zeng Chang’s practical reforms contrast with the old leadership’s stagnant methods and self-interest.
• Political consequences of competence and corruption: Successful reform strengthens Zeng and Li Yuan, while mismanagement and shady dealings threaten Principal Yin and Deputy Director Kang.
• The wider stakes of education: In a world threatened by Fierce Beasts, developing capable students is presented as a matter of national security.

Character Interactions

• Director Qin and Li Yuan: Qin challenges Li Yuan to explain the school’s improvement, then accepts and praises his reasoning.
• Director Qin and Zeng Chang: Qin entrusts Zeng with major responsibilities and expects him to produce measurable results. Zeng responds with a firm promise.
• Director Qin and the school leadership: Qin publicly criticizes Principal Yin and the other administrators for outdated thinking and failure to maintain the cafeteria.
• Zeng Chang and the teachers: Zeng celebrates the teachers’ success by hosting a dinner, reinforcing his relationship with them and marking his likely promotion.
• Deputy Director Kang and Principal Yin: Though Kang has supported Yin, the cafeteria scandal causes him to reconsider the alliance and prioritize his own survival.

Chapter Summary

Key Plot Points and Events

• Li Yuan and Director Zeng Chang become the central figures at the celebration banquet following the successful Open Class inspection. Thanks to Li Yuan’s arrangements, every teacher avoids receiving a failing C rating, greatly strengthening his reputation at Lingshan No.1 High School.
• Zeng Chang confirms that Li Yuan’s position as Teaching Affairs Director is now secure. He promises to expand Li Yuan’s authority, limit Principal Yin’s interference, and support him in disciplining or removing teachers who refuse to cooperate.
• Concerned about Jin Fan’s continued hostility and previous attempts on his life, Li Yuan asks about obtaining housing in Heavenly River Garden, Lingshan City’s safest residential complex. Zeng Chang agrees to try to secure a unit for him.
• Zeng warns that Li Yuan and Jin Fan cannot remain locked in conflict indefinitely, but Li Yuan firmly rejects reconciliation. Jin Fan has already tried to kill him and continues to resent him after losing his Snow Shadow Mountain training opportunity because of their public bet.
• After returning home, Li Yuan reflects on his educational ideals. He believes teachers should work willingly for their students rather than being driven by excessive pressure.
• The following day, Li Yuan’s authority and prestige are evident as teachers greet him as “Director Li,” and some begin speculating that he may eventually become principal.
• Li Yuan resumes monitoring Jin Fan and Gu Yu’s attendance. He has surveillance cameras installed along nearby roads, both for safety and to collect evidence if Jin Fan attacks him. When he discovers that the two have arrived late again, he records their absences and follows official procedures by sending the documentation through email.
• Jin Fan confronts Principal Yin, demanding to know how much longer he must tolerate Li Yuan’s actions. Yin angrily reveals that Jin Fan’s own misconduct created the situation: Li Yuan’s success in the inspection has earned him even greater authority, while Jin Fan has neglected his duties and failed to suppress him.

Character Developments

• Li Yuan: Becomes more influential, confident, and politically secure within the school. He remains cautious about Jin Fan and uses lawful procedures, surveillance, and administrative authority to protect himself and gradually build a case against his rival. His views on education also reveal a thoughtful, student-centered philosophy.
• Zeng Chang: Fully acknowledges Li Yuan’s abilities and becomes an important supporter. He intends to give Li Yuan more autonomy and help him obtain secure housing, though he remains concerned about the danger posed by Jin Fan.
• Jin Fan: Grows increasingly resentful and frustrated. He continues neglecting his school responsibilities while expecting Principal Yin to protect him, and he is angered that Li Yuan remains powerful after the inspection.
• Principal Yin: Loses influence and becomes exasperated with Jin Fan. Rather than comforting him, Yin blames him for creating the crisis and admits that Li Yuan’s performance has strengthened Li Yuan’s position.

Significant Themes

• Authority earned through competence: Li Yuan’s successful handling of the inspection allows him to gain genuine respect and institutional power.
• Politics and accountability: Formal procedures, performance records, and documented evidence become tools in the struggle between Li Yuan and his opponents.
• Security and vulnerability: Jin Fan’s attacks force Li Yuan to seek safer housing and prepare defensively, illustrating the danger of powerful enemies.
• Professional ethics and education: Li Yuan rejects excessive pressure as a teaching method and believes educators should remain committed to helping students.
• The consequences of negligence: Jin Fan’s failure to perform his duties undermines both his own position and Principal Yin’s ability to support him.

Character Interactions

• Li Yuan and Zeng Chang: Share a private, supportive conversation about Li Yuan’s success, future authority, housing, and the unresolved threat from Jin Fan.
• Li Yuan and the teachers: Their greetings and praise demonstrate the respect he has gained after the inspection.
• Li Yuan and Jin Fan: They do not meet directly in the chapter, but their conflict continues through attendance records, surveillance, administrative pressure, and Jin Fan’s attempts to retaliate.
• Jin Fan and Principal Yin: Jin Fan demands relief from Li Yuan’s pressure, but Yin angrily reprimands him and tells him that enduring the situation is his only option if he wants to remain at the school.

Chapter Summary

Key Plot Points and Events

• Principal Yin grows increasingly frustrated as Zeng Chang is about to become a full-fledged director under Director Qin’s authorization. Zeng Chang will take control of the cafeteria and other areas that previously provided Yin with influence and benefits.
• Deputy Director Kang has stopped responding to Yin’s calls, suggesting that he has lost faith in Yin and may abandon him politically.
• Yin angrily blames Jin Fan for failing to stop Li Yuan before Li Yuan rose to prominence, questioning why Jin Fan’s fellow disciples allowed an “ordinary middle school teacher” to surpass them.
• Jin Fan suppresses his anger because he still needs Yin’s help. He privately despises Yin’s lack of judgment and recognizes that Li Yuan is far stronger and more talented than Yin believes.
• Jin Fan proposes attending the Stone Peak River Teaching Research Competition, where all middle-school Teaching Affairs Directors will gather. He plans to arrange an “accident” during a sparring session to injure or cripple Li Yuan.
• Although Yin initially hesitates because deliberately attacking another martial artist would be a serious crime, Jin Fan argues that any injury could be dismissed as an accident occurring during an educational event.
• Jin Fan leaves responsibility for the plan with Yin and promises to bear the consequences himself. After reflecting on his declining position, Yin rationalizes that he can avoid punishment by merely arranging Jin Fan’s qualification and eventually agrees to help.
• Meanwhile, Li Yuan continues his demanding routine as Teaching Affairs Director while teaching three Open Classes each week. He values the classes because they keep him connected to students, help him assess their progress, and provide Experience Points.
• Li Yuan is nearing his sixth Talent Point, having accumulated 418 out of 600 Experience Points, though he notices that his recent gains have slowed.
• The chapter ends when Li Yuan receives notice from the Municipal Education Bureau that the Stone Peak River Teaching Research Competition is approaching and that all Teaching Affairs Directors must attend and prepare a discussion topic.

Character Developments

• Principal Yin: His fear of losing authority makes him increasingly desperate and morally compromised. Though initially reluctant to contemplate murder or crippling violence, he convinces himself that exploiting a potential “accident” is acceptable because Jin Fan will take the blame.
• Jin Fan: His hatred of Li Yuan remains intense and personal. He views Li Yuan as a dangerous rival rather than an ordinary teacher and reveals his willingness to use covert violence to destroy Li Yuan’s cultivation and future.
• Li Yuan: He remains focused on his professional duties and personal advancement. His continued teaching reflects his practical understanding of education, while his steady accumulation of Experience Points shows his growing strength and progress.
• Zeng Chang: Though absent from the main action, he becomes an important source of Yin’s anxiety by preparing to take over much of Yin’s former authority.

Significant Themes

• Power and political decline: Principal Yin’s struggle shows how institutional power can be lost through administrative changes and shifting alliances.
• Jealousy and resentment: Jin Fan’s hatred of Li Yuan is fueled by the belief that Li Yuan has surpassed people who should have been superior to him.
• Moral rationalization: Both Jin Fan and Yin disguise deliberate wrongdoing as an unavoidable accident, revealing how fear and ambition corrupt judgment.
• Talent versus prejudice: Yin dismisses Li Yuan as an ordinary teacher despite his achievements, while Jin Fan recognizes Li Yuan’s ability but wants to destroy him.
• Connection to reality: Li Yuan’s continued classroom teaching contrasts with administrators who become detached from students and practical educational conditions.

Important Character Interactions

• Principal Yin and Jin Fan: Their confrontation exposes mutual frustration. Yin blames Jin Fan for Li Yuan’s rise, while Jin Fan manipulates Yin’s fear of losing authority to secure access to the competition.
• Jin Fan and Li Yuan: Although they do not meet directly in the chapter, Jin Fan’s plan establishes Li Yuan as the target of a potentially life-changing attack.
• Principal Yin and Zeng Chang: Their relationship is defined by an impending transfer of power, with Zeng Chang’s promotion threatening Yin’s influence.
• Li Yuan and his students: Through his Open Classes, Li Yuan maintains a direct and constructive relationship with students, using teaching both to support them and to advance his own abilities.

Chapter Summary: “Coming Back to Ask for Help?”

Key Plot Points and Events

• Li Yuan understands that the newly proposed teaching-research assignment should be easy for him, given his extensive knowledge of cultivation techniques and martial skills.
• Director Zeng meets Li Yuan for lunch and reveals that he has officially become the director of the Lingshan Municipal Education Bureau. His rapid confirmation was largely due to the successful Open Class inspection at Lingshan No.1 High School.
• The inspection exposed serious problems at Lingshan No.2 High School and especially in Chishan City, whose education leaders were harshly criticized. By contrast, Lingshan No.1 High School performed well, improving Director Zeng’s reputation and strengthening Lingshan City’s standing.
• Director Zeng offers Li Yuan responsibility for Lingshan No.1 High School’s cafeteria. Li Yuan refuses because the position carries risks and could be exploited by Jin Fan, who might use sabotage or poisoning to frame him and endanger the students.
• Director Zeng tells Li Yuan that he must attend the upcoming Stone Peak River Teaching Research Conference. Jin Fan has also secured a place, which makes Li Yuan suspicious because Jin Fan would normally avoid an event where Li Yuan, rather than he, would receive recognition.
• After lunch, Chen Moying contacts Li Yuan on behalf of the Lan Eagle City Command Headquarters. They offer to upgrade several previously downgraded C Grade missions to B Grade if he will take them. Li Yuan refuses, both because he lacks time and because he resents the headquarters’ habit of lowering mission ratings and only asking for his help when problems become severe.
• The headquarters is in serious trouble: factories’ core machines have been activated, but the remaining production-line machines cannot be repaired. Numerous martial artists have failed, and attempts to solve the problem through group missions have had an extremely low success rate.
• Tang Wenlou angrily blames Chen Moying for failing to bring Li Yuan back, though he understands that the headquarters desperately needs Li Yuan’s unique abilities. Factory owners are now preparing to lodge a joint complaint with provincial authorities.

Character Developments

• Li Yuan remains capable, confident, and cautious. He refuses positions and missions that could create unnecessary danger or consume his limited time. He also becomes increasingly wary of Jin Fan’s possible schemes.
• Director Zeng gains greater authority and political security after being officially appointed. His success is closely tied to Li Yuan’s contributions at Lingshan No.1 High School, and he now trusts Li Yuan’s judgment.
• Jin Fan is presented as a continuing threat. His decision to attend the teaching conference suggests he may be planning to exploit the event for revenge or personal advantage.
• Chen Moying is placed in a difficult position as she tries to persuade Li Yuan to help the Command Headquarters.
• Tang Wenlou reveals the headquarters’ frustration and desperation, but carefully directs his criticism toward Chen Moying instead of openly attacking Li Yuan.

Significant Themes

• Recognition and political consequences: The success or failure of schools directly affects the careers and reputations of education officials.
• Responsibility versus self-preservation: Li Yuan refuses authority over the cafeteria because he recognizes the danger of accepting responsibility in an environment where enemies may deliberately create disasters.
• Institutional incompetence: The Command Headquarters’ manipulation of mission ratings causes repeated failures, wasted resources, and growing resentment among martial artists.
• Trust and suspicion: Li Yuan must constantly evaluate whether seemingly ordinary opportunities—such as the conference invitation—conceal Jin Fan’s plans.
• Power and leverage: Li Yuan’s rare technical abilities give him considerable bargaining power, allowing him to reject the headquarters’ demands despite its urgent need for him.

Character Interactions

• Director Zeng and Li Yuan discuss education politics, the inspection results, and Li Yuan’s future responsibilities. Zeng respects Li Yuan’s concerns and accepts his refusal of the cafeteria assignment.
• Zeng warns Li Yuan about Jin Fan’s participation in the teaching conference, reinforcing Li Yuan’s suspicions.
• Chen Moying attempts to recruit Li Yuan for upgraded missions, but Li Yuan firmly rejects the offer.
• Tang Wenlou reacts angrily to Li Yuan’s refusal and criticizes Chen Moying, while the headquarters’ wider crisis demonstrates how dependent it has become on Li Yuan’s abilities.

Summary

Key Plot Points and Events

• In the Liaison Office, Deputy Commander Tang Wenlou tries to blame liaison officer Chen Moying for the crisis caused by the Command Headquarters lowering the ratings of several difficult machine-related tasks. These changes caused capable martial artists—especially Li Yuan—to stop accepting the assignments, leading major Lan Eagle City companies to suffer losses.
• Chen Moying refuses to accept responsibility. She argues that she and Li Yuan had solved tasks that had remained unclaimed for months, and that the Command Headquarters created the current problem by arbitrarily changing the ratings. She openly accuses Tang of neglecting his own duties and threatens to appeal to higher authorities.
• Tang retaliates by announcing that the restrictions protecting martial artists from being contacted have been lifted. Any liaison officer who can bring Li Yuan or another suitable martial artist back will receive major credit.
• Zhuang Meng volunteers to contact Li Yuan, claiming that he acted irresponsibly by leaving and should apologize before returning. Her statement appears to help Tang save face, especially since she is expected to become Tang’s daughter-in-law.
• That evening, Zhuang Meng repeatedly tries to call Li Yuan. She plans to speak coldly and accuse him of causing losses, while avoiding giving him the impression that she wants to rekindle their relationship. However, Li Yuan has already blocked her number after Chen Moying informed him of the situation, making her efforts useless.
• Li Yuan is instead focused on the upcoming Stone Peak River Education Research Conference, a major Southeast Regional event involving educational research, practical demonstrations, and rankings among schools.
• He realizes that Jin Fan is likely competing for the conference qualification specifically to confront him. Rather than avoiding the situation, Li Yuan views the conference as an opportunity, reasoning that a martial arts demonstration could allow him to injure Jin Fan just as Jin Fan might injure him in a direct sparring match.

Character Developments

• Chen Moying becomes more assertive and courageous. Although she is a relatively powerless subordinate, she refuses to become a scapegoat and openly challenges her superiors. Her growing understanding of Li Yuan’s work and the consequences of the rating changes strengthens her resolve.
• Tang Wenlou is shown as politically shrewd and skilled at deflecting blame. Even when Chen Moying embarrasses him publicly, he quickly regains control by shifting responsibility and pressuring the office staff.
• Zhuang Meng reveals both arrogance and overconfidence. She assumes she can summon Li Yuan back and intends to lecture him, but she fails to recognize how completely he has rejected her. Her willingness to help Tang also suggests that personal and political interests influence her actions.
• Li Yuan demonstrates firm boundaries by blocking Zhuang Meng and refusing to waste time on her excuses. He is increasingly focused on his work and on turning the upcoming conference into an opportunity to deal with Jin Fan.
• Jin Fan is positioned as Li Yuan’s likely rival. His interest in the conference suggests that he is deliberately arranging a confrontation.

Significant Themes

• Scapegoating and institutional corruption: Officials attempt to blame a subordinate for problems created by their own decisions, while protecting the powerful people responsible.
• Resistance by the powerless: Chen Moying’s refusal to accept false accusations shows that even people with limited authority can fight back when they act decisively and expose the failures of their superiors.
• Consequences of arrogance and manipulation: The Liaison Office assumes Li Yuan can simply be called back, but its mistreatment of him has destroyed that possibility.
• Personal conflict within professional systems: Administrative decisions, romantic tensions, and rivalries all overlap, turning workplace and educational events into arenas for personal confrontation.
• Opportunity within danger: Li Yuan sees the Education Research Conference not merely as a competition but as a chance to confront Jin Fan under circumstances where martial conflict is legitimate.

Character Interactions

• Chen Moying directly confronts Tang Wenlou and Director Zhang, refusing to let either of them force responsibility onto her.
• Tang attempts to undermine Chen Moying by suggesting that her own director can no longer control her.
• Zhuang Meng publicly supports Tang and offers to bring Li Yuan back, surprising her partner Jin Qianhui and apparently earning Tang’s approval.
• Zhuang Meng tries repeatedly to contact Li Yuan, but he has already blocked her, emphasizing the breakdown between them.
• Chen Moying and Li Yuan communicate indirectly: she informs him of Zhuang Meng’s intentions, and he responds by cutting off Zhuang Meng entirely.
• Li Yuan’s anticipated confrontation with Jin Fan at the Stone Peak River Education Research Conference sets up the next major conflict.

Chapter Summary

Key Plot Points and Events

• After the provincial Open Class inspection, Li Yuan takes control of Lingshan No.1 High School’s teaching arrangements, including teacher attendance, performance evaluations, and competition or training qualifications.
• Principal Yin’s attempt to shift blame onto Li Yuan backfires, instead demonstrating Li Yuan’s competence to higher authorities. Meanwhile, Education Bureau Director Zeng Chang gains greater control over the school, as the school’s previous poor performance justifies increased outside supervision.
• Jin Fan and Gu Yu take suspicious sick leave despite being Sixth Grade martial artists. Li Yuan believes they are avoiding working under him while trying to preserve their positions in the education system. He permits the leave but records it, knowing their absence may damage their future reputations.
• Li Yuan changes how opportunities are distributed, intending to assign them according to contribution and performance rather than favoritism. He also plans to claim opportunities that rightfully belong to him, despite age restrictions preventing him from entering some programs.
• Several parents complain that Jin Fan was demoted from teacher to assistant teacher after his first year. Li Yuan bluntly explains that Jin Fan’s teaching ability was inadequate and tells them they may withdraw their children if dissatisfied.
• The upcoming Stone Peak River research seminar is presented as both a potential danger and an opportunity for Li Yuan to retaliate against Jin Fan.
• Li Yuan has secretly advanced to Martial Dao Sixth Grade and acquired the Wind River Art in Lan Eagle City. This has eliminated Jin Fan’s former advantage in movement techniques and may allow Li Yuan to seriously injure him if they clash.
• During a staff meal, Zhao Yuan reveals that Jin Fan’s mentor, Yao Jianyue, took him to a private gathering involving a powerful figure—the same person who previously granted Jin Fan the Snow Shadow Mountain training qualification.
• Jin Fan is apparently attempting to repair his relationship with this figure after using the qualification as a wager. However, Zhao Yuan’s sister reports that the important figure likely never truly valued Jin Fan and is still searching for someone else, suggesting that Jin Fan has already been abandoned.

Character Developments

• Li Yuan consolidates his authority and becomes more confident and impartial in managing the school. He no longer allows influential teachers to exploit his work and intends to judge opportunities based on merit.
• His martial strength has risen significantly: reaching Sixth Grade and mastering Wind River Art makes him much better prepared to face Jin Fan.
• Jin Fan loses influence within the school, takes dubious sick leave, and appears increasingly desperate to regain the favor of a powerful backer.
• Gu Yu also withdraws from work alongside Jin Fan, indicating resistance to Li Yuan’s authority.
• Principal Yin suffers a political setback, while Zeng Chang and the Municipal Education Bureau expand their influence over the school.
• Zhao Yuan enjoys displaying his access to unofficial information, while his sister functions as an investigative gossip or paparazzi source.

Significant Themes

• Power and institutional control: Li Yuan’s rise reflects the redistribution of authority within the school and the Education Bureau’s increasing intervention.
• Merit versus favoritism: Li Yuan seeks to replace the old system of connections and personal favors with evaluations based on contribution and ability.
• Hidden strength and preparation: Li Yuan conceals his true martial progress while preparing for a future confrontation.
• Reputation and accountability: Jin Fan’s sick leave, poor teaching record, and misuse of the Snow Shadow Mountain qualification may affect his future opportunities.
• The instability of patronage: Jin Fan’s dependence on a powerful figure proves fragile, emphasizing that borrowed influence can disappear when expectations are not met.

Character Interactions

• Li Yuan deals firmly with protesting parents, defending Jin Fan’s demotion and refusing to indulge their demands.
• At the staff dinner, teachers question Zhao Yuan about Jin Fan’s absence and the mysterious gathering.
• Li Yuan asks whether Jin Fan succeeded in regaining the important figure’s favor, showing his interest in the possible threat and opportunity.
• Zhao Yuan reveals that Yao Jianyue is supporting Jin Fan, while the important figure may already have rejected him and is searching for another person—possibly someone connected to the larger conflict.

Chapter Summary

Key Plot Points and Events

• Zhao Yuan tells a group of young teachers that a powerful figure is still searching for a suitable partner and may favor martial artists from the education sector. The teachers joke about the possibility of marrying into wealth, but Li Yuan dismisses the idea as unrealistic and believes people should rely on their own efforts.
• In Baodu City, Xia Zhao rests at the Autumn International Hotel while her assistant, Cheng Jing, reports on social invitations. Many influential people are trying to approach Xia Zhao after she gave away a Snow Shadow Mountain training qualification.
• Xia Zhao continues rejecting meetings, including one requested by Yao Jianyue. She does not want others to misunderstand her motives or exploit her position.
• The gathering Xia Zhao is attending focuses on a border crisis involving unusually intelligent and adaptable Fierce Beasts. Their agility and ability to learn from previous attacks make them especially difficult to fight.
• Xia Zhao’s family has benefited greatly from Li Yuan’s earlier guidance, which helped them overcome several Martial Dao bottlenecks. However, the family now pressures Xia Zhao to produce further insights into cultivation methods and martial arts techniques.
• Xia Zhao feels conflicted because she wants to find Li Yuan for personal reasons, while her family’s expectations make the search seem utilitarian. She remembers giving him the “Heavenly Refining Body” technique and believes it helped save her life during Jin Fan’s ambush, even though others consider the technique flawed.
• Cheng Jing suggests attending the Stone Peak River Teaching Research Conference, since Xia Zhao might encounter Li Yuan there if he works in education. Xia Zhao initially rejects the idea, suspecting their search may have followed the wrong direction, but ultimately agrees to attend in case it provides useful clues.
• The conference has been postponed by about a month and a half because the Provincial Education Bureau is inspecting middle schools. Li Yuan later receives the postponement notice and jokes that Jin Fan will need to extend his leave with an even more convincing illness.

Character Developments

• Li Yuan is portrayed as practical, self-respecting, and uninterested in relying on marriage or social connections to advance. His humorous reaction to the conference postponement also shows his continued awareness of Jin Fan’s attempts to avoid consequences.
• Xia Zhao is increasingly exhausted by the attention and obligations surrounding her status. She remains powerful and capable, but privately struggles with frustration over her inability to improve her family’s techniques and her difficulty finding Li Yuan.
• Cheng Jing continues acting as Xia Zhao’s efficient assistant, managing invitations, schedules, and information while gently helping Xia Zhao pursue possible leads.
• Jin Fan remains absent but is still affected by events, particularly through his extended leave following his conflict with Xia Zhao.
• Yao Jianyue is shown as persistent in trying to gain access to Xia Zhao, though she repeatedly refuses him.

Significant Themes

• Personal sincerity versus political or familial utility: Xia Zhao wants to find Li Yuan because of genuine personal feelings, but family pressure makes the search feel like a mission to obtain further martial arts knowledge.
• Self-reliance and dignity: Li Yuan rejects the idea of achieving success through marriage and believes a person should contribute equally in a relationship.
• Power and social influence: Xia Zhao’s status attracts constant attention from people seeking benefits, forcing her to distance herself from insincere relationships.
• Martial Dao advancement and responsibility: The chapter emphasizes the importance of elite martial artists in dealing with evolving Fierce Beast threats and improving cultivation methods.
• Uncertainty and mistaken assumptions: Xia Zhao is unsure whether Li Yuan belongs to the education sector, but she remains willing to investigate every possible lead.

Character Interactions

• Zhao Yuan teases the young teachers about the rumored marriage opportunity, prompting jokes about Li Yuan becoming a wealthy family’s son-in-law.
• Cheng Jing advises Xia Zhao on rejecting invitations and later proposes attending the teaching research conference as a possible way to locate Li Yuan.
• Xia Zhao reflects on her relationship with Li Yuan, particularly the help his guidance provided to her family and the role of his cultivation method in protecting her.
• Li Yuan’s final reaction to the postponed conference connects the education-sector storyline with Jin Fan’s ongoing attempt to remain away from trouble.

Chapter Summary

Key Plot Points and Events

• Zhuang Meng repeatedly tries to contact Li Yuan, but he ignores her calls. She believes he is deliberately avoiding her so he can force her to make concessions.
• Convinced that Li Yuan’s recent success with machinery-related missions is an attempt to increase his leverage, Zhuang Meng decides to contact their mutual friend, Duan Lin, and asks her to make Li Yuan call back within a day.
• Duan Lin denies telling Li Yuan about Zhuang Meng’s marriage and explains that she has been too busy with work to contact him. Frustrated, Zhuang Meng ends the call. Duan Lin nevertheless sends Li Yuan a message.
• Li Yuan receives Duan Lin’s message but ignores it. He already knows why Zhuang Meng wants to speak with him—she intends to make him return, clean up the consequences of her and Tang Shuchen’s actions, and admit fault. He sees her attitude as arrogant and believes she considers herself superior because of her upcoming marriage.
• When Zhuang Meng returns home, she finds Tang Shuchen waiting in her apartment. He tells her about attending a gathering connected to the border’s response to Fierce Beasts, where he briefly met the gifted martial artist Xia Zhao.
• Tang Shuchen also reveals that the Grandmaster who had supposedly considered accepting him as a disciple has still not arranged an assessment. Both the narration and Zhuang Meng recognize that this likely means the Grandmaster was merely being polite and has no real intention of taking him on.
• Zhuang Meng tells Tang Shuchen about her attempts to contact Li Yuan. Tang Shuchen supports her efforts and agrees that Li Yuan should be held responsible for abandoning difficult missions.

Character Developments

• Zhuang Meng: Remains confident and self-important, assuming Li Yuan will eventually submit to her demands. She continues to view his achievements as temporary leverage rather than evidence of genuine ability. Her emotional preference for Tang Shuchen contrasts with her increasing reliance on Li Yuan’s talents.
• Li Yuan: Demonstrates firm resolve by refusing to engage with Zhuang Meng. He understands her motives and no longer appears interested in repairing their relationship or accepting blame for matters he did not cause.
• Duan Lin: Is portrayed as exhausted and unwilling to become involved in Zhuang Meng and Li Yuan’s personal conflict. Though annoyed by Zhuang Meng’s accusation, she still passes along the message out of basic friendship.
• Tang Shuchen: Displays pride in his limited social success, particularly being remembered by Xia Zhao. However, his failure to secure a Grandmaster’s genuine interest exposes his lack of exceptional talent and growing dependence on his family’s status and Zhuang Meng’s support.

Significant Themes

• Pride and entitlement: Zhuang Meng and Tang Shuchen both overestimate their status while underestimating Li Yuan.
• Social hierarchy and influence: Tang Shuchen’s family connections grant him access to elite gatherings, but access does not necessarily translate into genuine recognition or ability.
• Unreciprocated expectations: Zhuang Meng assumes Li Yuan still owes her cooperation, while Li Yuan has emotionally withdrawn and rejects her assumptions.
• True ability versus reputation: Li Yuan’s practical accomplishments contrast with Tang Shuchen’s family-backed prestige and unfulfilled promise of Grandmaster tutelage.
• Manipulation and responsibility: Zhuang Meng attempts to use Duan Lin as an intermediary and wants Li Yuan to “clean up” problems created by others, while Tang Shuchen reinforces the idea that Li Yuan should be blamed.

Character Interactions

• Zhuang Meng and Duan Lin: Their phone call reveals Zhuang Meng’s suspicion and controlling attitude, while Duan Lin responds with frustration and emotional fatigue.
• Duan Lin and Li Yuan: Duan Lin sends Li Yuan Zhuang Meng’s request, but Li Yuan deliberately ignores it.
• Zhuang Meng and Li Yuan: Although they do not speak directly, their conflict drives the chapter. Zhuang Meng expects obedience; Li Yuan refuses to reenter the relationship on her terms.
• Zhuang Meng and Tang Shuchen: Zhuang Meng praises and reassures Tang Shuchen, strengthening his confidence. He, in turn, approves of her attempts to pressure Li Yuan and supports holding Li Yuan accountable.

Chapter Summary: “Training at the Border Front”

Key Plot Points and Events

• The Stone Peak River Teaching Research Conference is postponed by about a month, giving Li Yuan extra time to obtain his sixth Talent Point before the event.
• Li Yuan notices that the Light Points he has recently collected are providing fewer Experience Points, with some giving him none at all. He concludes that another serious cultivation opportunity may be necessary.
• Lingshan No. 1 High School has been assigned a slot in a border training exercise organized by the Municipal Education Bureau. The exercise involves going to the actual Border Front, fighting Fierce Beasts, assisting with territorial advancement, and earning military merit.
• Because the Border Front is extremely dangerous and deaths are common, no one at the school wants the assignment. Director Zeng Chang is particularly concerned because previous participants from inland organizations had sometimes treated the mission casually, leading to complaints from the Border Army.
• Li Yuan studies the nature of the training and realizes that real combat and exposure to danger are essential for a martial artist’s long-term growth. Beginning at the higher ranks, progress requires not only physical improvement but also a hardened state of mind.
• Li Yuan volunteers to go himself. Director Zeng initially tries to dissuade him by suggesting a safer cultivation opportunity at Bright River, but Li Yuan insists that he must learn to live alongside danger—especially since he already faces threats from other people.
• Director Zeng eventually agrees, warning Li Yuan to prioritize his safety and return after half a month so he can attend the postponed conference.
• The school announces Li Yuan’s selection the next day. No one objects or spreads rumors, indicating that his choice is accepted without controversy.

Character Developments

• Li Yuan: Demonstrates increasing confidence, courage, and willingness to face genuine danger. He recognizes that cultivation cannot rely solely on experience points or controlled training and decides to seek battlefield experience to strengthen both his abilities and mentality. He also shows awareness that human enemies may be more dangerous than Fierce Beasts.
• Director Zeng Chang: Reveals genuine concern for Li Yuan and gratitude for Li Yuan’s contributions to the school. Although he initially prioritizes Li Yuan’s safety and prefers a safer training method, he ultimately respects Li Yuan’s determination and supports his decision.
• Xia Zhao: Though absent from the present events, her earlier advice becomes important. She had predicted Li Yuan’s future advancement and emphasized that facing crises was necessary for continued Martial Dao progress.

Significant Themes

• Growth through danger and real combat: True advancement requires more than peaceful cultivation; martial artists must survive actual crises and battlefield conditions.
• Tempering of the mind: From the Sixth Grade onward, progress depends increasingly on mental resilience and a hardened will, not merely physical strength.
• Duty and sacrifice: The Border Front protects the peaceful lives of people inland, and participation in its defense represents both civic responsibility and recognition of the sacrifices made by border soldiers.
• Personal ambition versus safety: Li Yuan knowingly chooses a dangerous path because he believes avoiding danger would limit his development.
• The hidden cost of peace: The border training program also serves to remind inland society that its safety depends on martial artists constantly risking their lives.

Character Interactions

• Li Yuan and Director Zeng: Their phone conversation forms the chapter’s central interaction. Director Zeng warns Li Yuan about the dangers and offers an alternative, safer cultivation opportunity. Li Yuan counters that he needs to adapt to danger and cannot avoid threats forever. Director Zeng finally gives permission while urging him to return safely.
• Li Yuan and Xia Zhao: Their past conversations influence Li Yuan’s current decision. Xia Zhao’s belief in his potential and her advice about facing crises now appear prophetic.
• Li Yuan and the school staff: By volunteering, Li Yuan resolves Director Zeng’s problem of finding a suitable representative and protects the school’s reputation with the Border Army.

Chapter Summary: “Familiar Figure”

Plot Points and Events

• Li Yuan is praised by the teachers of Lingshan No. 1 High School for volunteering for the dangerous Southern Border training assignment. Unlike most teachers, who are pressured into accepting such missions through performance-credit requirements, Li Yuan could easily have obtained the position if he had wanted it earlier.
• His application is approved, and he is scheduled to depart on Friday with a group of martial artists sent to support the border military.
• During the week before departure, Li Yuan continues his heavy workload: mentoring teachers and teaching large classes for all three high-school grades. Jin Fan remains on sick leave, and Li Yuan carefully records his absences, confident that even Grandmaster Yao Jianyue’s influence cannot simply erase the consequences.
• Li Yuan’s accumulated Experience Points reach 547/600, bringing him close to obtaining his sixth Talent Point. He expects the border mission to provide enough experience to complete the requirement and plans to decide later which Talent to strengthen.
• On Friday evening, Li Yuan returns home, where his parents have packed his luggage and a large supply of their popular stir-fried beef with pickled long beans. Their food stall is doing well, suggesting the family’s financial situation is improving.
• Li Yuan travels by high-speed rail to the Southern Border. The region is more dangerous than the Eastern Border because of its rugged mountains, dense vegetation, swamps, cliffs, and other terrain that shelters Fierce Beasts.
• The autumn season is especially dangerous because Fierce Beasts gather food and construct nests before winter. Recent border missions therefore focus on destroying these nests to prevent larger outbreaks and coordinated attacks.
• Despite its danger, the south attracts businesses because Fierce Beasts provide valuable materials used in martial arts, medicine, and biotechnology. Poverty and the promise of resources draw many people there.
• After a two-day rail journey and a long coach-bus ride, Li Yuan and over ninety other martial artists arrive at the frontline camp. On the bus, he joins six other education-sector martial artists in complaining about how their schools pressured them into coming, concealing that he volunteered.
• At the camp, Li Yuan notices a young woman whose appearance strongly resembles someone familiar to him, creating a cliffhanger.

Character Developments

• Li Yuan: Demonstrates continued diligence and responsibility by maintaining his teaching duties despite preparing for a dangerous mission. He also shows strategic thinking by monitoring Jin Fan’s absence and planning how to use his upcoming Talent Point. His willingness to volunteer distinguishes him from many other participants.
• Li Yuan’s parents: Their successful food stall indicates improving prosperity. Their care is shown through preparing his luggage and packing food for his journey.
• Jin Fan: Remains absent on sick leave, while Li Yuan’s detailed documentation suggests that his actions may have consequences later.
• Yao Jianyue: Though not directly present, his influence is emphasized through Jin Fan’s status as his disciple. Li Yuan believes even a Grandmaster’s authority cannot completely manipulate official records.
• The other martial artists: Most appear reluctant and resentful, having been pressured by their employers or institutions to participate.

Significant Themes

• Duty versus coercion: The chapter contrasts Li Yuan’s voluntary sense of responsibility with the unwillingness of many others who were forced into the mission.
• Professional sacrifice: Li Yuan continues teaching and supporting his colleagues even while preparing to risk his life at the border.
• Danger and opportunity: The Southern Border is both a deadly frontier and a source of wealth, illustrating how necessity and ambition draw people toward danger.
• Preparation and prevention: Destroying Fierce Beast nests before winter reflects the importance of anticipating threats rather than merely reacting to them.
• Influence versus accountability: Jin Fan’s connection to a Grandmaster raises questions about whether status can shield someone from consequences.
• Family support: Li Yuan’s parents’ practical care provides emotional grounding as he leaves for the dangerous frontier.

Character Interactions

• Li Yuan interacts with Principal Yin and other school leaders indirectly through the approval and assignment process, benefiting from their respect for his past sacrifices.
• He works closely with the school’s teachers and students through his mentoring and large classes.
• His handling of Jin Fan’s absences establishes an adversarial administrative relationship, with Li Yuan quietly preserving evidence rather than confronting him openly.
• At home, Li Yuan shares a supportive relationship with his parents, who prepare food and luggage for him.
• During the bus ride, Li Yuan bonds with martial artists from the education sector by joining their complaints about being sent to the border, though he hides his true willingness to participate.
• The chapter ends with Li Yuan seeing a woman who resembles someone from his past, hinting at an important future encounter.

Chapter Summary

Key Plot Points and Events

• Li Yuan notices Xia Yao among the people arriving at the Southern Border Front. She resembles Xia Zhao but appears gentler and less intimidating.
• The newcomers are taken to Sunset Mountain Camp, a large military camp containing shops, facilities, and a spacious training ground.
• A deputy battalion commander welcomes more than ninety visiting martial artists and explains that the camp’s Special Forces Squads are recruiting.
• Everyone is ordered to demonstrate their strength, speed, and movement techniques. The officers offer major incentives for those selected, including cultivation resources, twelve bottles of A-grade Nutrient Fluid, and Third-Class Merit after completing a mission.
• The promise of military merit changes the visitors’ attitudes, motivating them to perform seriously. Li Yuan is also eager to compete because the merit would greatly improve his future prospects and support his potential promotion.
• Li Yuan demonstrates approximately eighty percent of his abilities, confident that his physical fundamentals are superior to most others at his level. However, after reviewing the performances, the young Special Forces captains initially claim that none of the participants are suitable.
• Deputy Battalion Commander Fang criticizes the captains and orders them to reconsider. When Li Yuan steps forward to demonstrate again, Captain Luo Jinfan stops him, saying that he already knows Li Yuan’s capabilities and that Li Yuan is not suited for a Special Forces Squad.

Character Developments

• Li Yuan: Remains ambitious and increasingly willing to seize opportunities. He recognizes the value of Third-Class Merit for his career and promotion prospects. Although he deliberately conceals part of his true strength, he is confident in his superior foundation and combat ability.
• Xia Yao: Is introduced as a beautiful, composed member of the Xia Family who is accustomed to receiving attention. Her gentler presence contrasts with Xia Zhao’s more intimidating beauty.
• Deputy Battalion Commander Fang: Attempts to improve cooperation between the military and visiting martial artists by offering valuable rewards. He becomes frustrated when the Special Forces captains dismiss the entire group.
• Luo Jinfan: Is revealed to be Li Yuan’s former student from Clearwater First High School. He respects Li Yuan’s abilities but openly implies that Li Yuan’s career and background are not impressive enough for Special Forces selection.

Significant Themes

• Recognition and advancement: Military merit is presented as a powerful means of improving one’s career and social standing.
• Motivation through incentives: The visitors initially resent being sent to the dangerous border, but the promise of resources and Third-Class Merit transforms their attitude.
• Hidden ability and judgment: Li Yuan intentionally limits his display of power, while the captains judge participants largely through brief demonstrations.
• Status and reputation: Luo Jinfan’s comments reveal how institutional prestige and career history influence people’s perceptions of ability.
• Military-civilian cooperation: The camp’s recruitment effort reflects the military’s attempt to attract outside martial artists and encourage future support for the front lines.

Character Interactions

• Li Yuan observes Xia Yao but chooses not to approach her because they have never met.
• Deputy Battalion Commander Fang welcomes the martial artists and tries to encourage them to take the selection seriously.
• The young captains discuss the candidates and initially reject them all, creating tension with Fang and disappointing the participants.
• Li Yuan attempts to volunteer for another demonstration, but Luo Jinfan intervenes because of their past teacher-student relationship.
• Luo Jinfan’s companions question his connection to Li Yuan, and he explains that Li Yuan taught him during his final semester of high school, though he also suggests Li Yuan was unable to remain at Clearwater First High School.

Chapter Summary: Jiahao

1. Key Plot Points and Events

• Li Yuan reflects on why he chose Lingshan No. 1 High School over the prestigious Clearwater First High School. He had once wanted to prove his teaching ability independently rather than rely on elite students, and he also wanted to remain near his parents in Lingshan City.
• At the Border Front training camp, Li Yuan reunites with Luo Jinfan, a former student who now serves as a squad leader. Luo has become a successful Martial Artist but retains his boastful, attention-seeking personality.
• Luo recognizes Li Yuan and deliberately emphasizes his own achievements, suggesting that Li Yuan should not join the Special Forces Squad. Deputy Battalion Commander Fang agrees that Luo and Li Yuan would likely clash and excludes Li Yuan from Luo’s squad.
• After several experienced squad leaders select team members, the remaining participants are instructed to form squads of five to ten people.
• Li Yuan joins a seven-person squad made up mainly of teachers from the education sector.
• The group must choose a squad leader. Although security captain Kang Yong has leadership experience, the others nominate Li Yuan because of his administrative position and apparent confidence.
• Li Yuan accepts the role immediately, openly claiming that he is capable of handling Fierce Beasts. His confident statement strengthens the group’s willingness to follow him, though Kang Yong privately doubts whether Li Yuan can perform well.

2. Character Developments

• Li Yuan: He is shown as reflective and self-critical, recognizing that his youthful decision to leave Clearwater was somewhat idealistic. He also demonstrates growing political and leadership awareness after becoming Teaching Affairs Director. Rather than modestly refusing leadership, he accepts it decisively to establish authority and inspire trust.
• Luo Jinfan: His martial abilities and career have advanced, but his personality has changed little. He remains proud, boastful, and eager to display his status. His behavior reinforces Li Yuan’s old impression of him as someone who seeks attention and influences others through his self-importance.
• Kang Yong: He is experienced in leading security teams but hesitant to volunteer for command because he fears being blamed if he fails. He supports Li Yuan’s appointment while privately expecting him to struggle.
• Deputy Battalion Commander Fang: He acts pragmatically, preventing a likely conflict by keeping Li Yuan away from Luo’s squad and organizing the formation of the remaining teams.

3. Significant Themes

• Talent versus teaching ability: Clearwater First High School’s success is attributed largely to its recruitment of exceptional students, raising the question of whether its teachers’ abilities are truly being tested.
• Pride and maturity: Luo’s unchanged boastfulness contrasts with Li Yuan’s more mature understanding of responsibility and authority.
• Leadership and authority: The chapter emphasizes that a leader must be willing to make decisions, project confidence, and earn obedience before facing danger.
• Self-confidence versus overconfidence: Li Yuan’s confidence may help unify the squad, but his claim about handling Fierce Beasts also creates expectations that he must eventually fulfill.
• Workplace solidarity: The teachers bond over shared frustrations with educational administrators and their burdensome responsibilities.

4. Character Interactions

• Li Yuan and Luo Jinfan’s reunion is marked by Luo’s proud self-presentation and Li Yuan’s amused recognition that his former student has not changed.
• Luo attempts to influence Deputy Battalion Commander Fang’s decision, arguing that Li Yuan need not be tested or included.
• Fang mediates the situation and keeps the two from serving together.
• Li Yuan’s fellow teachers nominate him as squad leader because they see him as a legitimate authority figure and someone willing to take responsibility.
• Kang Yong supports Li Yuan publicly but privately doubts his competence, creating potential tension within the newly formed squad.

Chapter Summary: “The First Mission of Training”

Key Plot Points and Events

• The squads finish registering, choose captains, and prepare to begin accepting missions the following morning.
• Deputy Battalion Commander Fang worries about balancing the trainees’ safety with the military camp’s need for manpower. He is also under pressure to motivate visiting martial artists by offering rewards such as Third-Class Merit.
• The trainees receive reasonably comfortable accommodations in large tents, with beds and access to either military-cooked meals or delivered boxed food.
• Li Yuan confidently takes responsibility as squad captain and leads his team around the camp’s Goods Street.
• Li Yuan encounters Xia Yao, a highly talented twenty-four-year-old Seventh-Rank martial artist from the Xia Family. He speculates that her more famous relative, Xia Zhao, is probably training in a more dangerous location.
• The next morning, the squad learns that the specially selected Special Forces Squad has already departed on a mission.
• Li Yuan encounters Luo Jinfan, known as “Little Heavenly Eye” because of his reputed ability to judge people and Fierce Beasts accurately. A stranger claims that Luo’s negative assessment of Li Yuan is probably trustworthy.
• This comment causes Li Yuan’s squad members to question their captain’s competence. Although no one openly challenges him, their confidence and respect visibly decline.
• Li Yuan realizes that his authority cannot be restored through words and that actual combat performance will be necessary.
• The squad travels to the Central Grand Camp, where Deputy Battalion Commander Fang is preparing to distribute missions to the visiting martial artists.

Character Developments

• Li Yuan: Remains outwardly confident and does not allow Luo Jinfan’s reputation or the stranger’s criticism to deeply affect him. However, he recognizes that his leadership has been weakened and accepts that he must prove himself through results.
• Deputy Battalion Commander Fang: Is portrayed as responsible and burdened by the difficult task of protecting the trainees while making them useful to the frontline. He also seeks ways to encourage greater participation from martial artists.
• Xia Yao: Is introduced as an influential and exceptionally talented Seventh-Rank martial artist. Her composed, focused behavior and the people following her suggest strong leadership and status.
• Luo Jinfan: Gains greater prominence through his reputation as an unusually perceptive judge of people and Fierce Beasts. His opinion indirectly undermines Li Yuan’s standing.
• Li Yuan’s Squad Members: Initially accept Li Yuan as captain, but their confidence becomes uncertain after hearing negative outside opinions. They remain polite and do not openly confront him.
• Kang Yong: Quietly observes the situation and feels that Li Yuan’s decision to volunteer as captain has produced the difficulties he anticipated.

Significant Themes

• Leadership and authority: Li Yuan learns that formal appointment alone cannot create genuine authority; a captain must earn trust through competence and successful action.
• Reputation and perception: Luo Jinfan’s nickname and the stranger’s words strongly influence how others view Li Yuan, showing the power of reputation even without direct evidence.
• Duty versus self-interest: Fang must reconcile the military camp’s needs with the safety and reluctance of outside martial artists.
• Recognition and incentives: The discussion of merit reflects the camp’s attempt to reward contributors and break the cycle of martial artists viewing military service as dangerous and unrewarding.
• Proving oneself through action: The chapter establishes that the coming missions will serve as the true test of Li Yuan and the other trainees.

Important Character Interactions

• Fang encourages the trainees and organizes their accommodations and future missions.
• Li Yuan’s squad members accompany him around camp, reinforcing his role as captain before their confidence begins to waver.
• Li Yuan observes Xia Yao but does not directly interact with her.
• Luo Jinfan’s behavior and reputation become a topic of discussion among Li Yuan’s group.
• An uninvolved stranger publicly supports Luo’s judgment, causing the squad to doubt Li Yuan.
• Kang Yong reacts silently and sympathetically, believing Li Yuan’s leadership troubles were predictable.
• Fang meets the squads at the Central Grand Camp to assign their first official training missions.

Summary

Li Yuan’s team is assigned to patrol Plot No. 7, a relatively safe area in the First Ring near Sunset Mountain Camp, and investigate whether Fierce Beasts have established nests there. The assignment is significantly easier than the Special Forces Squad’s mission in the distant Plot No. 36, highlighting the gap between the two groups. Li Yuan encourages his teammates by promising that successful missions will eventually lead to more dangerous assignments, greater merit, and commendations.
The team receives standardized weapons, protective equipment, food, medicine, communication devices, and Eagle Eye Recorders from the camp’s logistics department. They depart at 12:30 p.m. and, after stopping to study the mission instructions, enter Plot No. 7. Their task is important because nesting Fierce Beasts near the camp could reproduce, launch surprise attacks, and become especially dangerous during winter when food is scarce.
During the patrol, Li Yuan repeatedly detects danger before the others. He first warns the team away from an area where a wild duck suddenly emerges. Although Kang Yong kills the duck, Li Yuan explains that it had been disturbed by a Blood Cat Fierce Beast hiding nearby. His teammates begin to doubt his judgment, assuming he is being overly cautious.
Less than a mile later, Li Yuan again identifies a Blood Cat preparing an ambush in the bushes. When the team hesitates, he forcefully reminds them that his orders take priority in the Wilderness Regions and orders everyone to retreat. Some members comply, but Kang Yong and two others remain skeptical, believing Plot No. 7 should not contain serious danger. Their distrust directly challenges Li Yuan’s authority.
The danger becomes undeniable when four Blood Cats suddenly pounce on the three doubting teammates. The victims hurriedly defend themselves with their standard weapons, but the Blood Cats deliberately leap into the blades, revealing their unusual resilience and viciousness. Blood Cats are C Grade Fierce Beasts whose wounds continue bleeding because they cannot form scabs, yet their powerful blood production allows them to survive injuries. The chapter ends as the ambushed team members are forced into a desperate fight.

Character Development and Interactions

• Li Yuan shows strong observational ability, caution, and growing leadership. Although initially lacking authority, he becomes increasingly firm when his teammates ignore his warnings.
• The team members begin with limited confidence in Li Yuan because of his lower status and the mission’s supposedly low difficulty. Their skepticism turns into danger when they challenge his judgment.
• Kang Yong appears particularly doubtful of Li Yuan, first making a casual remark after killing the wild duck and later questioning the need to retreat.
• The three middle school teachers ultimately follow Li Yuan’s orders, while Kang Yong and the other two high school teachers hesitate, creating a split within the team.
• The encounters emphasize the tension between formal leadership and earned trust: Li Yuan is responsible for command, but his teammates do not yet fully believe in his abilities.

Significant Themes

• Leadership and authority: Li Yuan must establish control despite lacking prestige and facing open skepticism.
• The danger of underestimating the wilderness: Even a supposedly safe area near camp can contain lethal predators.
• Trust and obedience: The team’s reluctance to follow Li Yuan nearly leaves some members exposed to an ambush.
• Preparation and institutional support: Standardized supplies and recording equipment reflect the camp’s efforts to reduce avoidable dangers during missions.
• The gap between ordinary trainees and elite forces: The difference between assignments in Plot No. 7 and Plot No. 36 underscores the hierarchy and unequal standing among the groups.