"We seem to be having a scheduling conflict," Lady Corvina announced, staring at the teaching ledger which had somehow developed multiple overlapping pages, each showing different classes occurring in the same space at the same time. "Pip is supposedly teaching introductory brewing in the main classroom at noon, while also conducting advanced temporal theory there at noon, while simultaneously..."

"Having lunch with Aunt Maple?" Pip finished, watching her aunt's notebook write warnings in three different inks at once. "But I haven't seen Aunt Maple in months, and I definitely haven't planned any temporal theory classes yet."

"The time streams are tangling," Echo observed, their form flickering between student and teacher as the temporal resonance grew stronger. "All our recent experiments with time magic have created... possibilities."

Through the windows, they could see the inn existing in multiple moments simultaneously - morning light streaming through one pane while evening shadows fell through another. Students from different time periods walked the halls, some just beginning their studies, others apparently near graduation.

"It's not just possibilities," Gus warned, his stone form vibrating with concern. "The inn is trying to teach across all times at once. Like it's forgotten how to stay in one moment."

Felix played a steadying chord, but the music echoed strangely, coming back from futures that hadn't happened and pasts that might not have been. "The temporal walls aren't just thin anymore," he said. "They're dissolving."

Before anyone could respond, the front door chimed - or rather, all versions of the front door chimed across multiple timelines. A crowd of students entered, each from a different point in the inn's history, all expecting their scheduled lessons.

"But how do we teach them all?" Maya asked, her weather magic creating storm clouds that rained in reverse. "We can't be everywhere at every time..."

"Can't we?" came a familiar voice, and they turned to find Sage Winterwind - or rather, multiple versions of her, each from a different point in her studies. The eldest version, now apparently a professor of chronomancy herself, stepped forward with a temporal teaching chart that seemed to exist in four dimensions.

"That's the lesson you've been building toward," she said, as more students arrived through windows of time. "How to manage a school that exists in all moments at once."

The inn creaked ominously as temporal pressure built, and somewhere in the archives, they could hear Lady Corvina's chronicles trying to record events that were simultaneously past, present, and yet to come.

"The trick," Professor Sage explained, her temporal chart rearranging itself, "isn't trying to be in all times at once. It's understanding that all times are already connected through teaching itself."

"Through what we learn," the youngest Sage added, taking notes that her future self remembered writing.

"And what we teach," the middle Sage continued, demonstrating a spell she'd both just mastered and would teach years from now.

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Pip watched as her aunt's notebook filled with understanding: "Every lesson carries echoes of past teachings and seeds of future learning. Time isn't a line to follow, but a garden to tend."

"Like the inn itself," Felix realized, playing a chord that harmonized with all temporal versions of itself. "It doesn't try to exist everywhere - it exists where teaching and learning meet, whenever that might be."

The inn hummed in agreement, its spaces beginning to settle not into single moments, but into what Lady Corvina's chronicles called "educational resonance points" - times when learning naturally occurred, regardless of when they technically happened.

"Look," Maya pointed as her weather magic created patterns that repeated across timelines. "The same lesson can teach different things to different students at different times, but it's still the same lesson!"

Indeed, throughout the inn, they could see how single moments of teaching rippled across time. A brewing demonstration Pip gave to beginners laid foundations for advanced theory years later. Felix's simple songs became complex temporal harmonies in future classes. Even Gus's architectural lessons left echoes that future students would discover in the foundations.

"The Registry records it all," Lady Corvina realized, watching her chronicles sort themselves by educational impact rather than chronological order. "Not when things happen, but how they help learning grow across time."

Professor Sage nodded approvingly. "Now you're understanding. Temporal education isn't about managing time - it's about nurturing the connections between moments of understanding."

The inn's temporal pressure eased as they stopped trying to control when things happened and instead focused on how they connected. Classes found their natural times, students arrived when they needed specific lessons, and teachers discovered they could prepare for classes they hadn't technically planned yet.

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*Guest Book Entry:*

"When time met teaching: Signatures flowing across moments, each marking not when someone arrived, but when they were ready to learn. May all times find their proper lessons."

*New Verse of Felix's Inn Song:*

"Through time's deep flow and wisdom's dance,

Where moments learn to grow,

The Last Stop Inn makes space for all

The times that learning flows..."

*Lady Corvina's Chronicle Entry:*

"TEMPORAL EDUCATIONAL FRAMEWORK ESTABLISHED! Multi-time teaching methodology successfully implemented. Note: Educational resonance points demonstrate remarkable stability across timestreams. Additional Note: Student progress now measurable through temporal impact rather than linear progression. Final Note: Must develop new scheduling system based on learning readiness rather than chronological sequence."

*Teaching Ledger Entry:*

"Lesson Ten: True temporal education isn't about managing when things happen, but about understanding how learning connects all moments together."

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Later, as their first temporally integrated class day wound down (or up, or sideways through time), Pip found her aunt's notebook writing across several timelines at once:

"Some lessons can only be learned when we stop trying to control time and instead let it show us how learning naturally flows. Trust the moments - they know when they're needed."

The inn settled into its new nature, neither bound by linear time nor lost in temporal chaos, but existing in a state of perpetual teaching readiness. Through its windows, they could see past students who would arrive years from now, future teachers who had helped lay the foundations years ago, and endless possibilities for learning that transcended time itself.

"Well," Felix said, playing a melody that taught itself while remembering when it would be learned, "I suppose this explains why our lesson plans sometimes write themselves."

The various versions of Sage gathered their students - past, present, and future - as temporal education found its natural rhythm in the inn's halls. Each lesson now carried the weight of what had been taught and the potential of what would be learned, creating a perfect balance of history and possibility.

And somewhere in time's endless dance, they felt Aunt Maple's presence - teaching, learning, and simply being, all at the perfect moment for each.