Harry is a horcrux. If you don't believe this you are probably an idiot. That being said I was talking to Dylan today and an idea weaseled its way into my noggin that both made sense and was unexpected. What if when the spell backfired as Voldemort was making a horcrux (obvious given that Harry's death would have been an important kill for Voldy) and Harry then essentially "killed" Voldemort, what if Harry then had his soul split and part of it went into Voldy while part of Voldy went into Harry. This would result in Harry not being able to be killed while Voldemort was alive and Voldy not being able to be killed while Harry was alive.

Let's take a look at the prophecy:
"And the dark lord will mark him as his equal"- Hmm... who does Voldy believe is equal to him? No one. Voldy=Voldy. That's right, Harry is in part Voldy and thus his equal.
"And either must die at the hand of the other for neither can live while the other survives."- Can't kill one without killing the other. ~note: this is ONE entire statement and should be broken down as such. Many times I have read posts that try to take it as two different statements. This will lead you astray as only half a sentence will give you only half the answers. (damn that was a good line, someone should write that down.)

Also I think there might be something in the fact that given the order that they came out of the wands in GoF Harry's father was killed after his mother. It is not like JK to make errors like that. I once pointed out the small detail that she calls the pub in Hogsmead the Hog's Head in Philosopher's Stone but only talks about The Three Broomsticks in other books, then Order came out and it was revealed that there were two pubs. I think this is something like that. As every book so far has revealed hints located in previous books it is logical do believe that there are many many clues as to what will happen next.

I have taken a special interest in trying to decipher what will happen in the next book because how often do you have an opportunity to make a guess as to the end and see if you are right without anyone else, having already read the book, giving you their own clues along the way? Don't get me wrong I have read series' that others I know haven't and guessed as to what will happen, but this here, this is different. There are a great number of readers that one can confer with to attempt to validate one's claims with other's recollections of the book. Like the greatest English lesson of all, this is what teachers try to get you to do in class. To point out subtlety in writing by using tone, setting, timing, style, etc. What is the importance of this character? Why do you think this information is revealed at this moment? Is there a significance to the dialog in this passage? Do you think this joke could be fore-shadowing of a later event? Such-and-such has been mentioned several times, do you believe there is some relevance to that?

Imagine the hundreds (thousands?) of kids (and adults for that matter) that are using what they've had agonizingly repeated over and over again to them in dreadful English classes and applying it to their reading of these books. If anything this is what English teachers wish they could show kids about reading. Here it is, right in front of them, some great writing that could be an amazing educational tool, but many are reluctant to use them in class because of religious extremists that produce ludicrous claims on little to no evidence. It is a sad state of affairs when the world is bound like that. But I digress.

There is a good sense of the tiniest things in the books so when whatever goes down in Deathly Hallows goes down I'm sure we'll think back and be like, "Doh! That was so obvious. Why didn't I think of that?" I'd be very interested to hear any ideas you all have on the subject.

I have to give thanks to Mrs. Perry. What a great English teacher. Most of what I know of English today she taught me. Tis a damn shame that some kids believed themselves so far lost on the subject that they didn't even try to catch up. Mrs. Perry was one teacher that tried her damnedest to get kids to understand what she was teaching them. There were a precious few teachers in high school that really understood me. She was one of them. I got the sense from her that she knew I understood what she was trying to convey. I firmly believe that had I inquired of her if I should take AP English she would have had the insight to have told me that I wouldn't like it. I am still angered to no end at the way Ainsworth just pushed everything I told her about why I had a problem with English class to the side and jumped right to the opinion that I wasn't being challenged enough and needed AP.

I'll have you know that AP English is nothing other than more work. I don't feel as though I learned a great deal that I didn't know already or wouldn't have learned in normal. I don't feel as though I was being "challenged". The most challenging thing about that class was finding the time to write all the extra essays (which I mostly didn't). The entire class was about being ready to take the AP test at the end of the year. I know how to take tests thank you very much and if that's what I wanted to do I'd have sat in normal mode English and not written any of the damn essays and passed on test scores like I did in practically every other class. Somehow learning more is the same as doing more busy work. Not really the teachers fault though, the AP system seems to be firmly planted around a set coursework.

The greatest beef I have with school is that there are few teachers that actually teach. Teachers that want to pass on their knowledge and make you actually enjoy it as they enjoy it, to live and breathe the subject and make it your own. The subject doesn't matter. A guy can teach you about cheese and leave you with a great sense of learning. I feel as though some teachers aren't exactly fulfilled by their subject. Those are the bad ones. The ones that drone on and on giving you facts that don't penetrate because they don't have a feeling for it, or worse yet don't realize that what they are teaching could make all the difference in the world to their students. A difference that could help shape who they become and what they do in life. I must admit though, it seems like the decline is in students as much as it is in teachers. Children that haven't been taught the importance of knowledge have an utter disregard for it. Such is life though.

I will close with a quote that Sir Winston Churchill made in 1953:
"All the great empires of the future will be empires of the mind."
If only we could get people to realize it.

Yours in God,
Sir Adam Edward Joseph Vetter I