Annisa is in a godawful mood quite abruptly, the second she's alone, and she makes herself spend an hour exercising about it mostly because she isn't sure what else to do about it.
She planned for the Scholomance. She planned for the possibility she'd get spellblocked at the Scholomance. The plan was that she'd establish a reputation as a brilliant artificer who farmed her other classes out, and learn a bunch of spells that scaled well with mana, so that even if she was stuck with just stuff she'd done freshman and sophomore year she'd be able to get somewhere with it as she grew into her adult mana. And she'd make lots and lots of weapons and build something big and brilliant for graduation and no one would have to know, or even if they did have to know, they weren't counting on the weapons artificer for her incanting skill.
She did not really have a plan for 'the Scholomance gives you French on the first day'. It is not really the sort of thing they bothered planning for, in the same way as they didn't bother planning for 'another student decides unprompted to assassinate you just for fun' or 'you get leukemia' or 'you're allergic to the nutrient paste' or 'a dozen maleficers wipe out the entire rest of the year in a dread pact'. You plan for the worlds where you live, and the worlds where Annisa lives are worlds where she is not spellblocked a month in and also not spending the entire first month desperately neglecting everything else to cram enough French into her head -and then it's not just going to be French, right, maybe if she does painfully exhaustingly drag herself through French over the next two months then it'll give her Middle High German.
(She does horrible wall sits until her entire self is screaming in a kind of agony that feels practically cleansing. The world should hurt this badly; this is the correct experience for the actual facts.)
She's not spellblocked yet. One possible route, here, is to try to only learn spells by trading for them, English spells, trade knives for them, just never use the fact that her room has the ability to deliver some of the most powerful magic in the world to her hands. She'll be at a major disadvantage, but much less of a major disadvantage than being spellblocked. They did plan for various major disadvantages: you're disfigured in an accident and can no longer speak, you spend all your three years' stored mana in a catastrophic incident around junior finals, your allies die with three weeks to go to graduation, someone else has the same convenient affinity and better materials and makes better knives. In none of those cases would she just have given up, and she's not giving up now.
(She collapses to the floor sobbing but doesn't feel too pathetic about it because she's pretty sure Daria, on the other side of this wall, ought to be incredibly impressed with the mana she'll dump on her tomorrow. Maybe Daria will want to know her secret, will trade it for some of the mana in the necklace. She can't make herself stand back up right now but she can do planks, instead.)
Live for the worlds in which you live. What do the worlds in which she lives look like now?
One, she's actually fine at French, whatever language disability she had a few years ago, it was merely - the absence of the normal childhood critical period or something, and she's a perfectly average fourteen year old in a language she doesn't know. This feels laughably implausible but she shouldn't rule it out yet.
Two, she's bad at French but - she's good at almost everything, she's not an average kid she's a smart one. The Scholomance entry exam in Indonesia isn't actually meant to be basically trivial aside from the dog-fighting part. She can be bad at French by her standards of competence while still being, like, in the tenth percentile for French competence, and ten percent of kids don't get spellblocked so that means she can learn it fine, and it'll take almost all of her homework time but she's not going for valedictorian, so she shouldn't really mind. She wouldn't have had a complete breakdown over having a really hard useless class first term if the spectre of spellblocking weren't looming.
(More horrible wall-sitting? If she can't do at least ten more minutes she DESERVES TO DIE, she'll tell herself sometimes, when horrible wall-sitting, and it feels different saying that to herself tonight but not less true.)
Three, she's atrocious at French, in the range where students do usually get spellblocked, and she has to desperately trade favors with her Group to get their help limping through and even with that she's only barely good enough to manage a few linguistically simple French spells and she mostly can't use her room and has to learn spells by trading. That - probably gets her killed, but it's not a sure thing.
(She can't do ten more minutes, she's never done ten minutes in her life. But she got three more in, and now she's too tired to even crawl off the ground into bed.)
What ...game plan falls out of those scenarios where she lives.
Well, she should figure out which one she's in. They're different. If she's just a little bad at languages she should just learn French and apologize to everyone for being so frightened of it. If she's really bad at languages, she should get to work on learning as many English spells as she can while she still can, and comb through the whole Mal Studies textbook for any useful Javanese spells that she can trade for useful English ones, and cheat like hell on all her French homework.
Julian is smart and likes people noticing it. She'll go up to Julian tomorrow and present a version of these hypotheses and ask him for ideas in how they'd distinguish between them, and ask the Group what they think of her plan in each possible world, and then - and then go ahead with the plan, whatever it is. She isn't dead yet.
She is angry. She's aware it's stupid to be angry but apparently she's too tired to only feel non-stupid feelings. She is smart and she's diligent and she wants to learn lots of things and the stupid school could have taught her those things, any of them, but instead it decided to hook her up to her greatest weakness and drag her along behind as it gains speed, faster than she can keep up, until she bleeds out. What kind of fucking teaching strategy is that.