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Nusantara [ South-East Asia / Indonesia ][]

  • Full School Name:
    • The Magical Sanctuary of Nusantara
      • Nusantara is known by other formal names in Southeast Asia’s other languages, though all of them include “Mount Semeru” and “sanctuary” in one way or another.
      • Within Southeast Asia, it is known simply as the Sanctuary.
  • Founding Date:
    • Ancient, first mentioned as an academic institution in texts around the time of the Majapahit Empire (roughly 15th century)
  • Motto:
    • Sekepal menjadi gunung, setitik menjadi laut. - “A lump will become a mountain, a drop will become a sea.”
    • Their motto, written above, is an old Malay proverb about how great things start small. This reflects on how Nusantara had grown from a small home to a great sanctuary that houses many people and cultures through the help of the people who poured their love and care into Nusantara’s growth.
  • Current Headmaster/Headmistress:
    • A council of descendants of the 5 Naga, headed by a descendant of the Nagaraja
      • The Nagaraja
        • Dewi Annisa Nagaraja
      • The Council of Peak Naga
        • The Bakunawa
          • Linamin Lakandanum
        • The Phaya Naga
          • Naowarat “Jade” Phayanak
        • The Antaboga
          • Cahaya Sanghyang
        • The Sri Gumum
          • Zarina Chini
        • The Singa
          • Melati Sinaga
  • Link to Google Doc

According to ancient texts and legend, Nusantara first existed as the home of the great Nagaraja, a powerful Naga who led the great Nagi of Nusantara. The Nagi were the guardians of Nusantara. They were the ones responsible for ‘grounding’ the islands of the archipelago.

A long time ago, the islands of Southeast Asia used to float freely on the ocean and the constant movements of the islands made life for the humans very difficult. In order to alleviate this, the Nagaraja asked for help from the other Nagas all over the archipelago to nail the islands to the Earth. Many Naga heeded the Nagaraja’s call, each carrying a part of Mount Meru on their backs and putting them on the floating islands to act as ‘weights’. These parts would eventually become the various volcanoes and mountains of the Nusantara Archipelago, one of which being Mount Semeru.

The Nagas would use themselves as the seals to these mountains, with the Nagaraja as the guardian and seal of Mount Semeru where they would settle for the next centuries.

Nusantara became a sanctuary for the various peoples of the Nusantara archipelago during the Age of Exploration when colonizers enslaved, ostracised and hunted them to near extinction. Here they brought their culture, their heritage, their history with them to be protected and preserved. They were protected and cared for by the Nagaraja.

The sanctuary grew over the years, eventually becoming a small settlement of peoples all over the archipelago and beyond. The Nagaraja sought out five other Naga in the area to help guard the sanctuary without having to stray too far from their respective mountains and volcanoes. The Nagi work together to make a protective barrier around the sanctuary, hiding it from the eyes of the uninvited and protecting it from potential invaders and the eruptions of Mount Semeru.

Unfortunately, the Nagi couldn’t stay with the Nagaraja for too long. They had to go back to their posts at some point, lest they risk getting their respective seals weak and break. Before they left, each of them gave an egg to the Nagaraja to be taken care of. The eggs held a good portion of the Naga’s power, just enough to help maintain the barrier around Nusantara. The eggs hatched into humans with powers similar to the Naga they were gifted from. These five hatchlings became the first Naga council of the sanctuary.

A few years down the road, the Nagaraja herself had to secede for reasons unknown to the general public. Before she does, she leaves part of herself with Nusantara, a human similar to that of the 5 Nagis’ hatchling, containing enough of her power to sustain Nusantara and their barriers for a very long time.

Soon enough, the sanctuary had amassed enough permanent residents that the Nagaraja of that time decided to open a school for the children to attend without having to travel far. She offered up her own palace’s many rooms as classrooms and the rest of her palace to be renovated to fit the needs of the future students and teachers.

It took a long time for them to get everything right, but everyone helped Nusantara grow as a school and a community. It took a lot of trial and error, but the teachers and the Nagi eventually realised that to make their school as best as it can be, they need to listen and provide for the needs of their students. Not just their needs when it comes to education, but in their physical, mental, and emotional wellbeing as well.

The school started to adopt a more relaxed curriculum that would soon evolve to its present-day personalised timetable of classes. At some point in time, one of the Naga councillors suggested adding to their curriculum the different cultures of Nusantara. From there bloomed the foundations to what would eventually become the varied, multicultural curriculum of Nusantara and its pride and joy: the underground catacombs of knowledge.

In present time, Nusantara continues to accept students and people from all around Southeast Asia. It grows and thrives with its people, preserving their cultural identities while also helping them in their journeys to developing their own individual identities.

School Appearance
Located at the foot of Java’s Mount Semeru, the Magical Sanctuary of Nusantara is the regional Magical school of Southeast Asia, named after the Indonesian/Malay term for Maritime Southeast Asia. Despite its name, Nusantara accepts students from both Maritime and Mainland Southeast Asia.

Nusantara is a five-towered palace-school right in the heart of a sprawling sanctuary/settlement. The five towers are five points of the school’s outline, giving it a pentagon shape, and has their respective Naga carved in gold and climbing up to the top of the towers and stretching towards a central point, forming a pentagonal pyramid. Within the pentagon are buildings housing different facilities including the traditional classrooms, theatres, etc.

The towers of the school act as the dormitories for the students, especially the ones who don’t live in the sanctuary itself. The Naga council has their offices on the second floor of their towers while the Nagaraja’s office is in the central building.

The central building of Nusantara also houses the communal main hall, which is considered the heart of the whole sanctuary. Instead of stretching upwards like the five towers, the central building goes deep underground. Five underground levels full of records of knowledge collected from all over Southeast Asia. These levels hold everything from written records to paintings to actual recordings and they continue to grow with Nusantara and its inhabitants. At the centre of these levels is a transparent pillar that shows the flow of the river from underground to the top.

Surrounding the palace-school are ‘districts’ where the descendants of the indigenous groups who sought the sanctuary’s protection long ago reside. They are a healthy mix of modern technological advancements and preserved traditional architecture. The outermost areas are farmlands and orchards owned and tended to by the entire community. Winding in and around the entirety of the Magical Sanctuary of Nusantara is a river.

The river is an enigma though. It starts from the innermost heart of the palace-school, looking like it's been fed from an underground reservoir. Previous Nagi have fashioned a central atrium around it. From there it splits into five directions, heading towards each of the towers’ own central atriums before they start to feed into the different districts of the sanctuary. From there, the five paths of the river wind through the different districts, breaking off into several more paths before meeting again at the outer perimeter of the entire sanctuary.

At night, naga fireballs would rise from the river to illuminate the whole sanctuary. The people claim that if one looks carefully enough, the glistening scales of lesser Nagi could be seen within the waters of the river.

  • Do they have a house system? Yes, five peaks, one for each peak of Mount Meru and named after five major Naga in Southeast Asian mythology
  • Houses:
    • Bakunawa Peak [ Philippine naga ]
      • Students of this peak are often ambitious students with a love for the beauty of life and nature, mirroring the bakunawa’s infatuation with the beauty of the moon and its rise from the ocean to swallow it whole. However, unlike their namesake, Bakunawa Peak students are more inclined to the preservation of nature than its destruction
    • Phaya Naga Peak [ Thai naga ]
      • Phaya Naga students are often those with a gift for healing and divination, from the Thai belief of Nak hai nam (Thai: นาคให้น้ำ; lit. nāga granting water) that is used to predict annual rainfall. They also possess a ‘go with the flow’ foundation in their personalities and are often mediators and diplomats.
    • Antaboga Peak [ Indonesian naga ]
      • As Antaboga is viewed as a guardian deity and its name bearing the meaning of ‘endless wealth’, Antaboga Peak’s students are often protectors with big hearts whose love and generosity are endless and overflowing. Antaboga Peak students are also some of the most open-minded. Their openness makes them perfect to act as middlemen and as someone people can go to for a listening ear.
    • Sri Gumum Peak [ Malaysian naga ]
      • Sri Gumum Peak houses students who ‘break barriers’, who aren’t afraid to think outside of the box and to find new approaches to traditional methods. These students are inventors, philosophers, and builders. They push for growth and for breaking expectations, always.
    • Singa Peak [ Indonesian naga ]
      • The Peak for the ones whose wisdom are beyond their time and for those who value their creative sides the most. Introspective, and with a great capacity for imagination and creativity. Here people whose hearts lie in the arts flourish. From writers to visual artists to dancers, the Singa Peak welcomes them all.
  • Sorting System:
    • The school year opens with the week long, annual Mengulur Naga Festival (lit. “unfurling of the dragon”, based on the procession for the Indonesian biennial festival Erau). During this time, future students are encouraged to join events that would help them identify which Peak they fit the best. At the last day of the festivities, the Nagas announce which of the future students they feel fit their Peaks the best but ultimately the student themself choose the peak where they feel they would flourish the best.
  • Year Composition:
    • Education at Nusantara starts as early as age 6 and students graduate at around 17-18 years old
    • Ancient magics made it so the dormitories of the students 'raise’ a floor for each year they completed and their journey towards the top of their towers symbolises their ascension beyond the mortal realm through higher learning
    • Upon graduation, students receive blessings for further growth and prosperity from their respective Peak Nagas symbolised by a token that represents the struggles they’ve faced and conquered and the journey they’ve been through to get where they are
  • Uniform:
    • As a multicultural educational institution, Nusantara has no fixed dress code. The students of Nusantara are encouraged to wear clothing that would best represent their culture and their identity
    • Within the five-towers of the palace-school of Nusantara, there are whole floors dedicated to helping students customise their uniforms to fit their tastes. It also acts as a museum of sorts for the previous uniforms of different students to give inspiration

  • Core
    • History Core
      • Not necessarily just the history of magic, but the history of Nusantara itself and its inhabitant cultures.
      • Isn’t taught in classrooms. Instead, they are taught in various mediums and settings like large shadow puppet theatres and oral presentations of long epics
    • Cultural Dance Core
      • Group magic classes where they teach the indigenous dances of their cultures and the magical effects each dance could produce
      • Subclasses for the different cultural dances are also available should the student choose to focus only on a few
    • Magical Script Core
      • Their equivalent of Magical Runes
      • There are individual classes for the different scripts of different cultures, but the main Magical Script class uses the Kawi script
    • Spellcasting Core
      • Their equivalent of Charms, Transfiguration, and DAtDA all rolled in one
      • Because students don’t have the same type of Magical tools/conduits, there are often different subclasses for them. However, the main class teaches tool-less (wandless) spellcasting
    • Art and Music Core
      • Art and music are very important in every culture that makes up Nusantara, so this subject is a must
      • This subject is divided into further microsubjects focusing on different cultures and specialities
  • Elective
    • Shamanism [ for students with the gift ]
      • Teaches students how to interact with spirits, both of the living and the not, through altered states of consciousness
      • Classes are often made up of descendants of shamans and its teachers are well-known shamans
    • Divination [ for students with the gift ]
      • Self-explanatory
      • They use Southeast Asian divination techniques
    • Microsubjects / subclasses
      • As mentioned above, all of Nusantara’s core classes branch out to several microsubjects / subclasses.
    • Magical agriculture / nonmagical agriculture
      • Their equivalent of Herbology and Potions
      • This subject is listed under the history core. The reasoning behind this is because all of the cultures within Nusantara has their histories deeply rooted in agriculture
  • Extra-curricular
    • Students are encouraged, but not forced, to join extracurriculars. Extracurriculars are composed of various indigenous sports and games, and hobby clubs
    • To register a club, there has to be at least 3 members and a president and secretary

  • Festivals & cultural dances - the people of Nusantara’s festivals often serve a purpose that is more than just for show. Their festivals and the dances that come with the festivals are often long, complicated Magical spells that are cast for things like praying for a bountiful harvest or successful years.
  • Magical tools - the “wands” of Nusantara often vary from person to person, culture to culture. Oftentimes these are local stuff historically used as weapons or charms.
  • Main language - while all cultures in Nusantara have their own mother tongue and are encouraged to keep using said mother tongue, especially when around their fellow countrymen, Nusantara uses Malay as a common language in things like classroom-taught spells, textbooks, etc.

  • House of Life [ Arabian Desert ][]

    • Full School Name:
      • The House of Life
    • Founding Date:
      • 120 BC
      • 1655 [ current building ]
    • Motto:
      • I am Ablaze!
    • Current Headmaster/Headmistress:
      • The current Headmaster/High Priest of the House of Life is Zuhair al-Hasque, also known by the name Kamuzu, who has had the position for seven years after the suspicious disappearance of Lady Adelina Leitão who he served as Abjuration/Healing professor under.
      • His right hand lady is Behnaz Zangane, also known as Sera, who is the Deputy Headmistress and a Transmutation/Alchemy professor.
    • Link to the Google Slides

    The origins of the House of Life are a mystery (mostly). In myth it’s said that it was founded by Thoth himself, the Egyptian god of knowledge and magic. It’s then stated that the rest followed suit, creating their own institutions with their own clergy. Eventually, the hundreds of smaller institutions came together into a sort of loose network. However, as magic became less and less common various houses were left without students. The Great House, Thoth’s continued to flourish - being situated under the guise of the Pyramid of Giza. When exactly the various houses coalesced into one is hard to pinpoint but most historians tend to pin the year to about 120 BC when a seer and handmaiden of Queen Berenice III named Kartek, foretold the destruction of the Library of Alexandria and thus ordered all artefacts and manuscripts to be moved elsewhere. However, the Great House of Life remained near the old capital of Memphis, in the Pyramid of Giza.

    The current building was built in 1655 after a Regional Statute of Secrecy was issued by the Bitar family. Due to increasing interest in the Pyramid, the wizards were forced to hide out away from muggle gaze. They transformed the cave where the documents from Alexandria were kept and turned it into the Grand House of Life, a school for all wizarding children and serving the Middle East/Mediterranean/Northern Africa. It has largely remained unaffected by muggle politics and history, apart from absorbing and incorporating different cultures into the school, becoming one of the most welcoming wizarding communities. Throughout the years the House of Life has been influenced by many cultures. Due to a dwindling amount of magical folk in the area, it has a large reach including much of North Africa, the Middle East/Southwest Asia and Southern Europe. While in the 20th and 21st Centuries the area has become, to many, wartorn and ravaged by conflict, the wizarding community has banded together and created a safe community away from the muggles and the disaster.

    The House of Life is currently located in the middle of the Arabian Desert, secluded and tucked away from muggle society. Very few dare to wander far enough into the burning abyss to ever come across the beautiful oasis where the large temple is located. It was originally the site where the artefacts and knowledge of the Library of Alexandria were stored after a seer foretold its destruction - it’s been completely refurbished to be both a vault of priceless knowledge as well as a school for witches and wizards.

    • Do they have a house system?
      • While Hogwarts, Ilvermorny and Beauxbatons along with many others have houses; The House of Life has the Choosing Ceremony. First Years and transfers are brought in to be chosen by the various Egyptian deities. It’s very rare that only one deity would choose you, instead students often get to choose which deity they wish to represent. Headmaster al-Hasque was chosen by several; Thoth, Ra, Isis and Aten - however he ultimately chose to represent Thoth. In contrast, Deputy Headmistress was only chosen by Amun and therefore had no choice to make of her own. Typically the gods choose those they think represent them and their scope well, sometimes more empathetic gods choose people to ‘fix’ or help and other times students are chosen on pure aptitude. Regardless, one doesn’t have to believe in the deities - they’re more like figureheads or spirits, although some do!
      • While any deity can choose a student, it’s more likely to be called upon by popular ones such as Anubis, Ra or Isis. They typically have more need for people to represent them. However, occasionally very obscure gods can choose someone - though many of these deities only have about a dozen chosen each in the entirety of history.
    • Houses:
      • Please see the google sides linked above for the whole list.
    • Sorting System:
      • First Years and transfers are brought in to be chosen by the various Egyptian deities. It’s very rare that only one deity would choose you, instead students often get to choose which deity they wish to represent.
      • Typically the gods choose those they think represent them and their scope well, sometimes more empathetic gods choose people to ‘fix’ or help and other times students are chosen on pure aptitude. Regardless, one doesn’t have to believe in the deities - they’re more like figureheads or spirits, although some do!
    • Year Composition:
      • The House of Life has a much more loose curriculum compared to other wizarding schools. Students typically begin studying at the age of ten which then they will take five years of studying the Core Seven. After which the student, technically, ‘graduates’ and are allowed to leave schooling and enter the workforce. However, many students continue on studying specialties and broadening their knowledge. Hence, there are often students of varying ages from the youngest ten year olds to the elderly wishing to expand their knowledge.
    • Uniform:
      • Or, more notably, the lack of one. Largely, students are allowed to wear whatever they desire (within reason). Obscene or particularly distracting clothing may result in sanctions although The House of Life is much more open than your typical muggle American High School! Due to the climate, light/flowing clothing is preferred!

    The Core Seven are umbrella subjects are general fields of study and are considered essential to a wizarding education. As such, students are not considered ‘full’ wizards until they finish five years studying with the Core Seven.

    • Abjuration (Protection/Defense, Dark Arts)
    • Conjuration (Producing/Transporting Objects)
    • Divination (See the unseen, past/present/future)
    • Enchantment (Beguile others, influence mind/senses)
    • Evocation (Control energy, forces and the elements)
    • Necromancy (Healing, biological studies)
    • Transmutation (Changes properties of objects/creatures/conditions)

    Necromancy encompasses many things, while in other cultures it may be seen as a negative or dark subject (usually associated with the Dark Arts). The subject in the House of Life is more regarded as a study into life and death - including even healing! This study is greatly prized by the region with the House of Life possessing some of the best healers in the entire wizarding world.

    After the five years studying the Core Seven, students can go on to study for as long as they like taking different specialty classes in each of the different disciplines. An example would be that Alchemy would be a specialty of Transmutation as would Potions! Specialties are taught in core classes but in much less detail. There are some extracurricular subjects, although they are more organised by students than by the school itself.

    N/A

    Anansi [ Ghana ][]

    • Full School Name:
      • Anansi's School of Witchcraft
    • Founding Date:
      • 1920
    • Motto:
      • "Use Trickery Wisely and Do As Anansi"
        • In twi (a dialect of Akan), the motto is just “Do As Anansi” or “yɛ sɛ Kweku Anasi”
    • Current Headmaster/Headmistress:
      • Catherine Ekuoba
    • Link to the Google Doc

    Anansi’s School of Witchcraft is located in Ghana, or the Republic of Ghana. It is based on an island in the country’s largest artificial reservoir (as well as the world’s largest artificial reservoir), called Lake Volta. It accepts students from the West African region of Ghana, specified in the school’s handbook as the sub-saharan region of Senegal to Congo.

    Akua Oppong’s Early Life

    Akua Oppong was born in 1894, twenty years after the British had turned Gold Coast into a British colony. As a witch, she lived most of her early life in a house a mile or so away from the closest village, as the British, who brought Christianity with them on their conquests, demonized West African religions and the use of magic in them. Her mother and father taught her as much magic as they could on their own. Akua was a brilliant child, who caught onto magic very easily, and always expressed a desire to be able to show and teach her magic to other people.

    Schooling

    Through the help of a family friend, Akua was able to access further education and was sent overseas to Great Britain, where she attended several boarding schools, and after a run in with a professor from Hogwarts, ended up attending and graduating from Hogwarts with flying colors. She spent a little bit more time in Britain experiencing British culture, as well as attended healing classes for a little bit before returning to Ghana.

    The Founding

    When she returned to Ghana, she expressed a stronger desire to teach and share magic, as a result, looked into establishing a magic school. Though the local governments were small and mostly ceremonial due to a large majority of Ghana’s magical population having been forced underground due to the British acquisition of the Gold Coast, Akua, collecting these governments’ approval, established Anansi’s School of Witchcraft on a small island in the middle of Lake Volta. At first, the school was very small with only a few buildings, and friends of Akua who had volunteered to teach at her new school.

    Akua and her staff worked hard to admit and recruit students to her new magic school, often taking trips to villages across the British Gold Coast to personally seek out young wizards and witches and speaking to their parents on having their sons and daughters admitted into Anansi’s School of Witchcraft. After half a decade of stagnant admittance, through Akua’s hard work and cooperation with the local governments, attendance began to take off, and eventually, they even began to recruit from countries outside of the Gold Coast, having students from Togo, the Ivory Coast, and Benin travel to attend the school.

    1925-Modern Day

    As the student attendance began to grow, the school grew as well, and for years, buildings were regularly being added to the school, from new boarding houses to courtyards to classrooms. The school became more organized and had more of a rigid system, and quickly their success grew as their students grew in excellence from each graduating class to the next. As the British lessened their power and eventually relinquished Gold Coast’s status as a British Colony, the wizarding government in Ghana began to form as well and assisted in establishing precedents for Anansi’s School of Witchcraft to meet.

    Throughout the next century, they would rise in prominence to become one of the greatest wizarding schools in Africa, eventually accepting students from as far as Senegal to the Republic of Congo. Although the school originally started with Akan ideals in mind, as the attendance diversified in culture and tribes, so did the school, eventually embracing peoples and cultures from all over West Africa. Akua Oppong passed off her role of headmistress to her daughter, Yaa Agyapong, who passed it on to her daughter and then forth. Occasionally, the headmistress position would pass to nieces and cousins. The Oppong line of headmistresses did not die out until 2012. The new and current headmistress afterward, appointed by the Ghanaian Magical Ministry’s Department of Education, is Catherine Ekuoba.

    School Appearance

    Modeled after the castle schools created by European colonizers on Ghana’s Coast, the school consists of box-like buildings and towers with various balconies, windows, and castle-like walls and structures littered across the campus. There are half a dozen outdoor courtyards for students to relax in and congregate, as well as indoor halls, and a vast library which has its own individual building. The buildings themselves are not interconnected like Hogwarts, and to travel between them, students often must walk on the grounds, though there have been some underground tunnels discovered between buildings from the early days of the school for emergency purposes. To muggles who pass by this island on boat, the grounds simply look like old ruins or a scattered grove of plants.

    • Do they have a house system?
      • Anansi’s School of Witchcraft was founded during colonial times when Ghana was a british colony. The founder of the school, Akua Oppong, attended a school in Britain for the latter half of their education before returning to Ghana to found Anansi’s School of Witchcraft, and as a result, took some elements from Britain, such as the housing system and the boarding houses.
    • Houses:
      • There are four different houses in Anansi’s School of Witchcraft. Each house is named after an Obosom or Akan deity, and these deities represent the ideals that each house carries.
      • Nana Asuo Gyebi (shortened to “Gyebi” in conversation)
        • This deity is a very popular river deity who is said to be a great healer and protector. Members of this house are known for their proficiency in healing magic as well as defensive magic. They also tend to be very protective and kind souls.
      • Nana Adade Kofi (shortened to “Kofi” in conversation)
        • Known as the male Bosom of strength and perseverance, Nana Adade Kofi is the Obosom of iron, metals, and is a warrior. Members of this house tend to be courageous, persistent, strong, and extremely loyal. A common saying in this house is “I swear by the sword of Nana Adade Kofi” when making promises, because they will always fulfill a promise once it’s made.
      • Nana Tegare (simply referred to as “Nana” since “Tegare” is the connotation for a group of deities)
        • Nana Tegare is a hunter deity who seeks the truth, exposes lies, thieves, and evil doers. He is also very skilled in healing and the identification of herbs. Members of this house tend to be very moral and ethical people who are naturally inclined to do the right things at all times, and have a difficult time being dishonest or doing wrong against other people.
      • Mmoetia
        • The fourth and final house refers to the system of dwarves that traveled to and settled in Ghana. They live in the forest and are known for their proficient use of herbs, as well as being playful and mischievous. They however are very cruel to wrongdoers, and considered spiritual gatekeepers due to their specialization in working with nature spirits for the body, mind, and spirit. Members of this house tend to be very cunning and clever, but also have a very strong sense of justice and hate seeing people be wronged, and will do anything to obtain vengeance.
    • Sorting System:
      • When first year and new students enter the school, they will be filtered into individual rooms for each student (the students arrive at the school at different times for this to work the most efficiently). Once inside the room, they will be faced with a stone table with the holes for an African game called “mancala” dug into them. They will play mancala against an enchanted statue of Sibriku the Dwarf, whom Kweku Anansi first stole wisdom from in his conquest to gain all the wisdom in the world. Depending on how they place, they will be sorted into a house accordingly.
        • Nana Asuo Gyebi
          • If you play very defensively, you will most likely be sorted into Nana Asuo Gyebi, for members of this house are known for being protective and non-confrontational.
        • Nana Adade Kofi
          • If you play offensively, and are the first one to collect four stones, you will more likely be sorted into Nana Adade Kofi for Nana Adade Kofi was a warrior.
        • Nana Tegare
          • If you play honorably and maintain more of a neutral stance when you play, you will be sorted into Nana Tegare, because members of this house are very moral and ethical and dislike dishonesty as well as trickery.
        • Mmoetia
          • If you play very cunningly, mixing both a defensive and offensive playing style, you are more likely to be sorted into Mmoetia, for the dwarves in Ghana are very cunning and mischievous.
      • The enchanted statue of Sibriku the Dwarf is charmed to actively be aware of how the student plays, and is sentient enough to make the judgement calls based on prior students and how they played as well as base characteristics such as facial expressions made when playing, if they talk to themselves, if they make moves quickly, etc.
    • Year Composition:
      • Based off of Ghana’s educational system, where the school is located, there are six years of schooling. They are grouped into two different phases, and these three years will interact the most with each other over the years. Students enter schooling at about 12-13 and graduate at age 18-19. The cutoff for a year is the school’s starting date, which is the same as Hogwarts’, September 1st.
        • First Phase [ Juniors ]
          • First Year (start 12-13)
          • Second Year (start 13-14)
          • Third Year (start 14-15)
        • Second Phase [ Seniors ]
          • Fourth Year (start 15-16)
          • Fifth Year (start 16-17)
          • Sixth Year (start 17-18)
      • Due to having one less year than Hogwarts, their school year runs September 1st to July 1st with a regular two-week break every three months. This also means students take their O.W.L.s and N.E.W.T.s earlier than other years in other wizarding schools. Sixth years take N.E.W.T.s and fourth years take O.W.L.s. Electives and Extracurriculars can be chosen as early as second year, though it is common for many students to wait until third year to choose electives and extracurriculars.
    • Uniform:
      • The school’s uniform is very loose and open to stylization, as Anasi’s School of Witchcraft values individuality, and understands that no two students are the same or will need the same things. It is composed of a brick red blazer, and a choice between matching pants, shorts, and two different lengths of skirts (knee length or ankle length). No matter which bottom the student selects, it will have pockets that are charmed magically to hold anything from a few pens to a book. The dress shirt that is tucked into the bottoms can be a variety of colors, and a special spell is gifted to the students of the school to be able to change the color of their shirt when they wish. However, most students tend to keep it white or black. Like the blazer, the shirt has the school seal on the upper-left, which is where it is on the blazer as well. On the right side of the blazer, the student’s house seal is pressed on as well and will appear after the student is sorted into their house. In the letter that the school sends its new students, they provide the uniform options, and ask for the student to send back a letter with what type of bottoms and what color shirt they want. Students are required to wear socks that pass the ankle with their shoes, which can be anything from dress shoes to converses (the school requests no sandals or open-toed shoes, however, as well as no high heels).

    Core Classes

    • Herbology: Herbology is one of the most highly hailed classes at Anasi’s School of Witchcraft. In the region, herbology is extremely important in the use of magic. Graduates tend to be extremely skilled in herbology, save for a few outliers.
    • Potions: Potions is also an extremely important class, and it is rare to encounter a graduate who is not skilled in potions. Many graduates go into potioneering, and the school likes to keep in contact so they have a network of easy potion ingredients for potions instruction.
    • Transfiguration: Transfiguration at Anasi’s School of Witchcraft focuses both on transforming and altering the appearance of things, as well as the various transformations wizards and witches can accomplish such as metamorphmagi and animagi. While the class simply instructs on the other, the school supports assisting students in becoming animagi if they are proven responsible enough to handle such an ability.
    • Occlumency: Due to the Akan tribe’s innate fear of witchcraft, occlumency (while started in third year) is one of the required classes to learn about the magical breach of the mind and how to avoid it. While required, it is typically one of the more difficult classes, and many students end up having to retake their O.W.L.s or N.E.W.T.s. on it. The class itself will teach both how legilimency and occlumency work, and the benefits and disadvantages of both abilities. (In fifth year) if students request it on their own time, the professor will assist them in learning how to become an occlumens.
    • Charms, Jinxes, Hexes, & Curses (abbreviated as CJHC): CJHC or Charms, Jinxes, Hexes, & Curses covers enchantments (otherwise known as charms, which add or alter properties of a thing or being), the slightly darker version of charms, in reference to jinxes, the moderate, hexes, and the darkest version of magics, curses. This class distinguishes the difference between the four categories as well as their difference from Transfiguration spells, and will instruct students on different spells and their applications as well as how to perform them. In the case of curses and darker hexes, students will only be instructed on them, their danger, and how to avoid them, not how to cast them.
    • Alchemy: As it is the belief among many African tribes without the region of Western Africa, that magic and witchcraft is tied to nature, Alchemy is another prominent class at Anasi’s School for Witchcraft. Focusing on the transformation of basic substances into other substances, alchemy focuses on elemental magic and turning various elements as well as metals into other elements.
    • Dark Arts Studies & Defense (abbreviated as DASD): Similar to DADA, DASD focuses on dark magic and its applications, and how to defend against. However, DASD also offers a further in depth look at dark magic, its origins, its history, and the degrees at which dark magic varies. Instruction is then further provided on how to defend against jinxes, hexes, and curses, as well as other forms of dark magic such as potions, items, and creatures.
    • History of Magics: History of Magics covers not just the general history of magic, but also the history of magic for various regions around the world and how magic’s development over time differs in different geological areas.
    • (for First Years) Flying: Flying, while only a core class for first years, instructs first year students on how to fly on a broom or a staff (as staffs are often used for other magical applications).

    Elective Classes

    • Astronomy: While not a core class, it is one of the most widely taken electives at Anasi’s School of Witchcraft. Due to its excellent instruction, many students graduate as skilled astronomers.
    • Healing: Treated as a subset of herbology or potions, healing focuses on the improvement of health of wizards and other beings. Due to the heavy focus on healing magic in the West African area, this elective is also one of the more popular ones.
    • Studies of Magical Creatures (abbreviated as SMC): This course covers different magical creatures, their habitations and life cycles. It also discusses how to approach and care for these creatures, though student application is not necessary during the class.
    • Divination and Prophecy: The Divination and Prophecy course includes not just divination, but xylomancy, arithmancy, and other ancient forms of divination.
    • Study of Ancient Runes (abbreviated as SAR): This class is similar to Hogwarts’ version of Ancient Runes, with variations of West African and sub-saharan magical scripts sprinkled in.
    • Staff Studies and Carvings (abbreviated as SSC): Although the school teaches wandless magic from the moment the students begin classes, Staff Studies and Carvings details the use of staffs throughout magical history and how they can aid you in your practice of magic. For students’ O.W.L.s, they will create their own staff and imbue it with magical energy. Afterward, if they pass, they can take these staffs home with them for their own use or donate them to the school for students who struggle with wandless magic.
    • Magical Theory: The school’s magical theory classes cover the fundamental laws of magic and how they work within the world and nature, as well as cover the consequences of breaking or attempting to break these laws and how they can affect a wizard or witch’s ability to perform magic or even in the worst cases, their soul.
    • (New) Magic and Muggle Technology (abbreviated as MMT): Magic and Muggle Technology is a new elective that was instituted in the 2019-2020 school year and has been present ever since. With the wizarding world becoming more and more integrated with the muggle one, wizards need better ways to blend in, so Anasi’s School of Witchcraft created more classes focusing on muggle technology, how it affects magic, and how to buffer magic’s effects on muggle technology as well as the usage of muggle technology. In this class, students often take a look at muggle electronic devices, engineering, and computer and electrical sciences, and how it might work with magic in the future.
    • Muggle Studies: Muggle Studies focuses on the broad topic of the muggle world, and discusses muggle history and innovation, observing how they live without magic through their own technology. The difference between Muggle Studies and Magic and Muggle Technology is Muggle Studies is more focused on muggle history and the general sciences muggles live by, while Magic and Muggle Technology focuses purely on the technology and the technological sciences of muggles, as well as how wizards and witches can integrate, apply, and even use muggle technology.

    Extracurriculars

    • Apparition: This class is the exact same as its Hogwarts’ counterpart, and can only be taken if the student will be of age by the next Apparition test.
    • Advanced Flying: Advanced Flying covers flying techniques that are not taught in First Year Flying, as well as some in class instruction on the history of flying and some wizarding activities that involve flying.
    • Muggle Pop Culture Studies (abbreviated as MPCS): Muggle Pop Culture Studies is a regularly updated class that focuses on Muggle pop culture such as music, art, fashion, films, television shows, etc. Regular viewings and discussion of popular muggle culture will happen in this class, alongside analyzing wizard media and iconography and comparing the differences and similarities between wizard culture and muggle culture.
    • Muggle Science: Muggle Science is a brief extra-curricular that goes over general muggle sciences such as Biology, Chemistry, and Earth Science. Students in this class will take a look at the inner-lookings of muggle science, and compare the information muggles have on the world around them to the findings of wizards, and how muggles and wizards utilize these findings differently.
    • Art: In Art, students will do both wizarding and muggle art, and explore a variety of different art styles and techniques spanning from painting to sculpting to scrap-booking. The class’ work is regularly displayed on a giant board in the school’s courtyard.
    • Music: In Music, students will learn about both muggle and wizard music, learn how to read music, and learn pieces that will be played at the annual end of the year gala to celebrate the graduating class.
    • Animation: Animation is a magic-oriented class that focuses on animating objects and pictures with magic. Since it is a small and specific class that deals with a specific subset of spells, it can only be taken by students who have gotten an O.W.L. in CJHC.

    Magic in the West African region is very focused on the use of herbology and potions, especially in reference to healing magic, hence why Anansi’s School of Witchcraft has such a dedicated focus to these two subjects. Wandless magic is taught from first year, though if some students show to be struggling, the school may give them a staff to use until they can accomplish wandless magic or decide to purchase a staff of their own to use. Magic is also taught as being somewhat of a spiritual thing, and that a witch or wizard’s magic is connected to their very soul—as seen from various West African religions involving magic of some sort.

    Te Wai [ Polynesia ][]

    • Full School Name:
      • Kura o te wai
    • Founding Date:
      • 7 August 1779
    • Motto:
      • "A’a i ka hula, waiho i ka maka’u i ka hale"; Dare to dance, leave shame at home.
    • Current Headmaster/Headmistress:
      • There is no traditional headmaster/headmistress. Leadership is made up of a council with an elected ‘chief’ (who can be of any gender and sex). The chief is their representative, the ‘first amongst equals’, but implements change through recommendation and popular consensus. The council is made up of those who teach at the school and representatives from each island (New Zealand, Hawaii, the Cook islands etc). They have had authoritative chiefs in the past but it is generally looked down upon that only a singular voice is heard and listened to.
      • Furthermore, those who sit in the council can often specialise in a certain area and people may turn to them for advice rather than the chief. It was a Fa'afafine (considered the third gender in Samoa, traditionally someone born male who embodies both male and female gender traits) who sat on the council who held the first negotiations with Hogwarts rather than the chief at the time.
    • Link to the Google Doc

  • Before James Cook came into contact with the Polynesian islands in 1778, wizards and witches were often integrated into the communities. They often helped keep the tribes safe and worked alongside the people. There have been times where they have taken over.
    • For example, in 1250 AC, a group from Tahiti invaded and conquered Hawaii under the warrior priest Pa’ao. He established a ruling class, called the Na Ali’i, which were made up of magical beings and considered themselves children of the gods because of their abilities.
    • The famous demigod Maui was a powerful wizard.
  • When the Europeans were introduced to the islands, they wrote back tacking about all the magic which gained the attention of the Ministry of Magic because they realised people were breaking the statute of secrecy. So they went and investigated and began to pressure them into separating from the muggles. The tribes formed an emergency council and decided to comply for the protection of themselves and others.
  • They moved to a handful of smaller islands and placed a magical barrier around them, making them invisible to muggle eyes. They formed their own community with the guidance of outside influences to help ensure magic stays secret. Many magical families, of course, still lived within muggle communities but for the first hundred years this was a rarity.
  • In 1779, Kura o te wai was formed. Quite literally translated to the ‘school of water’, they took inspiration from the vast ocean around them.
  • The first students were more so just from those islands but as the years passed, they began to have applications from other countries. The only island they hesitated accepting was those from Fiji, due to them being notorious for cannibalism, even after they ceded to England, but they were eventually accepted.

  • Do they have a house system?
    • There is not a traditional house system as Tei Wei is based on integration and community. People are only ever separated based on their year level. Sleeping areas are scattered around the island, all charmed to be bigger on the inside. Considering there aren’t a lot of students enrolled, overpopulation has never been an issue. Some yearlevels live in a wharepuni, a kauhale and fales, or other types of housing. The upper levels have their housing built above the sea separated from the other year levels for privacy. Eating and classes are all together and people are encouraged to mix rather than staying within one group.
  • Houses:
    • See above.
  • Sorting System:
    • N/A
  • Year Composition:
    • The same as Hogwarts, first years start at 11 and they graduate at 17/18 years old in their seventh years. However, students are encouraged to complete all years and the choice to stop school after the OWLs isn’t discussed a lot.
  • Uniform:
    • Self expression is highly valued in ‘Te Wei’ and people are encouraged to wear their traditional dress. No one is forced and there is a lot of diversity in what people wear. If someone lacks clothing, the school doesn't have an issue with supplying them with clothes of their choice.

  • As the school was formed post contact with other countries and schools, they were first formed with the core and elective classes typically found in Hogwarts. However, over the years, they’ve formed their own unique classes.

    • Transfiguration
    • Potions
    • Charms
    • DATDA
      • In contrast to other schools, this is the least popular class to take and they often are trying new methods to draw student’s interest
      • In recent years, they’ve begun to integrate traditional Polynesian tactics within DATDA to deal with dark wizards. However, since they have such small communities and they are community based, there are only small amount of dark wizards that pop up in these region.
        • Often the dark wizards leave to go to somewhere in the west
        • The students who do take DATDA on their own accord often do it with the belief that they’ll leave the islands after graduation where this class is needed.
        • People who come from Western countries typically also take this class.
    • Herbology
      • They’re more interested in growing plants and conserving them rather than using them for potions.
    • History
      • Equivalent to history of magic but this is rather centred on Polynesian history rather than the history of magic. Since muggle and magical
    • Divination
      • Core up until 6th year
    • Magical theory
      • Core up until fourth year
    • Mythology
      • It started off with European based mythology (Greek and Roman) before being expanded to include Egyptian and some Polynesian mythology. However there was a professor in 2015 who rewrote the curriculum and now the class only discusses:
        • Polynesian based mythology
          • This is broad but they often delve into each specific island over the school year
        • Indigenous Americans
          • They do separate it by tribe by tribe
        • Indigenous Australian
          • Again, they do delve into more specifics.
      • They use this class as a way of educating how these stories came about and how they influenced society. It’s an important class and is considered compulsory up until 6th year
      • In recent years, one or two classes are dedicated to other mythologies.
    • Literature
      • Began based on European writing but has branched to more local literature
      • They have also expanded to include oral based stories. They often run friendly competitions on who can tell the most entertaining one
    • Astronomy
      • Being able to navigate through the stars is a highly important skill and this class is compulsory from the first year. They often take this class on pirogues (native canoes) in the middle of the sea rather than from a high vantage point.
    • Quidditch
      • This class was initially only run for a few years before it was retired. They preferred the sea and flying was unnatural, many students refused to touch a broom. It was replaced with pōro wai but quidditch has been reintroduced in the 2030s with mixed reactions. It is an elective for each year level.
    • Magical Creatures
      • They dropped ‘the care of’.
      • Students often learn about the magical creatures that are native to Polynesia and how to interact with them
        • The Night Marchers are theorised to be spirits of their ancestors whilst some say they are nymphs. It is still recommended that you follow procedure and drop to the ground if you come across them and do not make eye contact.
        • The Menehune are little tricksters that either help them build things (it is considered good luck if one helps you build your pirogues) but can also destroy things. Live in the forests of the islands.
        • They learn how to appease sirens who may be living in their oceans below.
        • Knowing how to protect all living beings is heavily prioritised in the teaching.

    However, they do have unique classes that they offer

    • Gender and sexuality
      • The Polynesian islands were extremely accepting of people of a wide array of sexualities and genders and were often integral to society until they came in contact with the outside world.
    • Siva
      • Translates to “dance” but it also includes music
      • Focussed on expression both individually and as a group
      • This focuses on the traditional dances and musics practiced by each island and culture
      • Recently, they have incorporated modern day dance
      • Classes often put on shows each night during dinner (alternate each night)
      • This is a compulsory class
    • Pōro wai
      • Translates to ‘water ball’
      • This is their equivalent to quidditch. Situated in the ocean, each player is in their own pirogues (they often make it themselves) and the aim of the game is for a team to get the ball onto the other side of the ‘field’. This can be done above the water and under water (through charms).
      • Classes are compulsory up to year five
      • There are six teams in the school and they do try outs each year
    • Hoʻokele
      • Translates to ‘navigation’ and refers to voyaging and wayfaring techniques
      • Students learn to be able to navigate the sea
      • They build pirogues in this class by hand.
      • They also learn how to swim and often practice their water based charms to practice (for example: being able to breathe underwater)
      • This is more of a practical class and often put what they learn in the classrooms to practice
      • This is a compulsory class.

  • Polynesia relies more so on wandless magic than through wands.
  • Their magic often helps them navigate the sea, so water based magic and astrology is often a priority.
  • Magic is considered a tool to help the community, rather than be used as a weapon or be intrusive. It is considered a gift from the gods rather than something to be abused.
  • Many students spend their recreational times in the caverns and pools around the island. Many spend their time exploring the islands, even if they’ve done it a thousand times over the years-there’s always something new to find.
  • Every living being is imbued with “mana” and they strive to live alongside the ecosystem rather than build over it.

  • Norumbega [ Canada ][]

    • Full School Name:
      • Norumbega School of Magical Enlightenment
    • Founding Date:
      • August 1460 CE
    • Motto:
      • Respecting those who came before, and those who come after.
    • Current Headmaster/Headmistress:
      • In favour of not having one single leader or headmaster, Norumbega has a council that makes decisions for the school. The council itself is made up of a witch or wizard from each Canadian province and territory, as well as a council member from Greenland. The current Head of Council is councilwoman Noémie Bouchard-Dion of Quebec. The Head of Council holds no superiority over the other council roles and thus Bouchard-Dion serves solely as a mediator, this role alternates each year between the active council. In order to be inducted into the council, a member must first step down and a vote among the council is conducted between the active staff of Norumbega.
    • Link to the Google Doc

    Norumbega School of Magical Enlightenment was first founded in August 1460 in northeastern North America. At the time of its early creation, very few explorers knew about the presence of the island and the subsequent school it harboured. The school was actually first suggested by early higher ups in both Hogwarts and Beauxbatons when they travelled to Canada and met First Nations people who were also gifted with magic. The idea later blossomed into what the school is now known as today.

    But it wasn’t always like this. Around 1500 after Norumbega had been thriving for some time on its own with little interference from outside Canada, muggle European explorers discovered the existence of Norumbega and put it on eventual early maps of North America and Canada. As there was not a protective vail around the island and it’s school like Hogwarts had, Norumbega was exposed to the muggles who first saw it. In the 1529 map of North America, Giovanni da Verrazzano spelled it as Oranbega.

    Fearing the extent muggle knowledge of the school could get to, the early council of Norumbega conspired with Hogwarts and Beauxbatons to conceal the school and island from the muggle world. Years later when Europeans began to colonize North America, Norumbega and it’s school were completely protected from muggle view. In later iterations of earlier North American maps, Norumbega was completely removed and eventually deemed a phantom island alongside other various areas once seen that ended up being proven false. Due to the swift concealment of the school and it’s island, the confusion on whether it was more closely linked to Canada or America arose.

    Moving forward, Norumbega School of Magical Enlightenment continued on a path of success in terms of nurturing young minds and magical talents. Through the many centuries Norumbega began changing it’s system. With the European colonization of muggle Canada, more young wizards of European descent began attending Norumbega which was when the push for education of First Nations culture was inducted into the curriculum. Following that, classes on the interaction between First Nations and Magic were added into the curriculum as well.

    In the 1900s was when the Norumbega adopted the school system it has today. Allowing pure-blood and half-blood students from the age of 6-9 to attend in order to learn muggle lessons while under their wing. In doing so they also educated the importance of knowing who walked before them and the significance of Canada’s land. Muggles who knew of their wizard blood were also invited at their earliest convenience.

    Since the inclusion of younger age groups for Grades 1-4, Norumbega School of Magical Enlightenment has largely stayed the same since the 1900s. Since the 2000s however, exchange students have become more common. The school takes great pride in being able to educate young wizards and witches about the early beginnings of Canada and Greenland, the First Nations, and teaching them how to hone their magical talents to complete enlightenment.

    School Appearance

    NorumbegaSchool

    • Do they have a house system?
      • Yes; Norumbega has four houses.
    • Houses:
      • Amaruq
        • Alternative Names: Amorok or Grey Wolf
        • Name Meaning: Grey wolf (Inuit)
        • House Animal: Grey Wolf
        • House Colours: Silver and Red
        • Traits: For many First Nations, the wolf is a symbol of loyalty and strong family values. As a pack animal that lives in family groups, the wolf can be a strong symbol and teacher of cooperation and protectiveness. A natural leader in the animal kingdom in the eyes of the Kwakiutl First Nations. The wolf is an exceptional hunter known for endurance and finding ways to tackle anything. Those who are sorted into Amaruq are most known for displaying the following traits; leadership, instinctive, intuitive, intelligent, strong, and powerful. While they are known to be loyal and cooperative to those they deem close, Amaruq students also have a strong sense of independence when necessary and know how to instill fear into others. Known to value their freedom as individuals while also cooperating with those around them. They have a strong sense of direction and are not afraid to take charge.
      • Moksgm’ol
        • Alternative Names: Spirit Bear or Kermode Bear
        • Name Meaning: White bear (Tsimshian)
        • House Animal: White Kermode Bear
        • House Colours: Baby Blue and White
        • Traits: As the White Kermode Bear (known as Spirit Bear to the Tsimshian coastal First Nations) is an OTH (other-than-human) Animal in regards to spirituality, the traits of a Moksgm’ol student often reflect this. Seen as a source of wisdom and protection, the Spirit Bear when seen is said to carry a message with their actions. Bears as a whole are often seen as the protectors of the animal kingdom. They are known as the Elder Kinsman and are always treated as high ranking guests in First Nations cultures. Those who are sorted into Moksgm’ol are most known for displaying the following traits; wisdom/intelligence, protective, strength, humility, parental/motherly, and an interest in teaching and assisting those around them. They are courageous and are willing to take on adversity.
      • Sah Sen
        • Alternative Names: Sahsen or Hummingbird
        • Name Meaning: Potentially means messenger of joy
        • House Animal: Hummingbird
        • House Colours: Purple and Green
        • Traits: The hummingbird is seen as a messenger of things to come in Pacific Coast First Nations culture. The hummingbird is seen as joyful and a symbol of friendship, peace, affection, and good fortune. Seeing the playful Hummingbird before a big event was said to give good luck and the small bird was known to signify love, beauty and healing. Those who are sorted into Sah Sen are most known for displaying the following traits; a joyous attitude, peaceful, friendly, affectionate, resilient, and caring. They are known to be adaptable to any situation and to possess a drive to make the world a beautiful and better place by connecting people together. Those in Sah Sen are said to have a lightness/enjoyment of life due to being more present.
      • Tsattine
        • Alternative Names: Tsat’en or Beaver
        • Name Meaning: Beaver (Dakelh)
        • House Animal: Beaver
        • House Colours: Brown and Cyan
        • Traits: Known as the carpenter of the animal kingdom, the Beaver is seen one of two ways in First Nations culture. They can be seen as helpful and generous, or they can be seen as selfish and stubborn for building dams without considering the effects on other creatures. However, the Beaver teaches productivity in one’s self and to always be persistent. Those who are sorted into Tsattine are most known for displaying the following traits; industrious, creative, artistic, determined, hardworking and persistent. While Tsattine students are generally helpful, they may not always consider how their actions will affect those around them and for this reason may come off as selfish at times. Typically their actions are never in malice, but they don’t always see the big picture and how they could be seen as destructive.
    • Sorting System:
      • The Raven was seen as a creator, transformer, and trickster in First Nations cultures. It is said that the Raven was the one who released both the sun and moon, and the one who discovered mankind in a clamshell. As the Raven was seen as a creator, it is a Raven who sorts students into their house upon arrival at Norumbega. The Salmon is seen as a life source. Together, the Raven gave the Salmon to mankind alongside water. In the sorting ceremony, the Raven will place a Salmon into a corresponding tank thus deciding the house for the student. Once sorted, a pearl is given to each student representing their house colours, this pearl is to symbolise the Raven discovering mankind in the clamshell.
    • Year Composition:
      • While the school was initially suggested to the inhabitants of Norumbega by higher ups in both Beauxbatons and Hogwarts during early exploration periods, the seven year system that Hogwarts and Beauxbatons never stuck for the eventual Canadian counterpart. Instead their system starts rather early. From the ages of 6-9 all pure-blood and half-blood students are welcome (though not mandatory) to attend early education from Grade 1 to Grade 4, and to rectify them missing muggle school (if missing out) they are taught in muggle subjects during this time as well. Any and all magic lessons taught during these years is strictly theory based and no major things are delved into at this time.
      • Muggle born wizards are welcome to begin attending at their earliest convenience – ideally right after their first magical encounter – however all witch and wizard students who plan to attend Norumbega must start doing so by Grade 5, as that is when magic is first introduced and it is no longer just theory. From the ages of 10-18 students will begin learning the same courses and magic taught at other schools with the only difference being eight full years of magic lessons. From Grade 5 to 12 students will be immersed in learning magic and the culture of those who came before them.
    • Uniform:
      • Norumbega School of Magical Enlightenment has a rather traditional looking uniform. In the school’s earlier days the students were not required to wear any official uniform. However, when more European students began attending after the colonization of Canada Norumbega followed the lead set by Hogwarts when it came to requiring students to wear uniforms.
      • Norumbega’s uniform is rather simple in comparison to others. Throughout the year students have a simple plain navy blue blazer with three gold buttons and faint red trim. A white dress shirt is required to be worn underneath as well. Whether students have their blazer buttoned up or not is their choice. Male identifying students are given a striped tie in their house colours while female identifying students are given a ribbon bow tie in their house’s predominant colour.
      • For the lower half students are given two options in terms of colours. They can either wear a khaki colour or plaid consisting of muted versions of their two house colours. Male identifying students are given the option of either dress pants or dress shorts, female identifying students are given the option to wear a pleated skirt, dress pants, or dress shorts. Socks are provided as well, though never mandatory if female identifying students decide against.
      • During colder months, due to Canada’s temperatures students are provided with warmer jackets, mittens, scarfs, and robes all showcasing their house in minor ways. During warmer months, along with the option to wear shorts, students are also given a short sleeve dress shirt that they are allowed to wear in replacement of the blazer and long sleeve dress shirt. The short sleeve dress shirt is white with a small portion of the sleeve rolled up to be mid bicep, with the rolled up portion showing their predominant house colour with speckles of the secondary colour.
      • Perhaps the most unique part of their overall uniform comes in the aspect of the pearl they are given upon sorting. Attached to their blazer (or main upper body wear) is the crest of Norumbega School of Magical Enlightenment. In that crest displays the four house animals as well as a spot to push the pearl into upon being sorted. The pearl will then proudly sit in the middle of the pendant, completing the student’s outfit and individual school crest.

    Norumbega School of Magical Enlightenment offers all the same courses as Hogwarts. From core to elective to extra-curricular activities the curriculum is actively the same. The only difference is as many of Canada’s history stems from First Nations tribes, History of Magic in First Nations as well as History of First Nations are core classes taught every year.

    In the earlier consumption of Norumbega, their way of magic was more closely related to Beauxbatons as France was the first to begin colonizing Canada. One of the initial founders even being of French nationality themself. It wasn’t until Canada fell into the hands of Britain that they adapted to a more British way of utilizing magic. As Muggle Canada was later inducted into the Commonwealth and fell under the reign of Great Britain, Magical Canada largely followed suit in the way magic was handled there. While never losing their emphasis on respecting the land so as to not disturb nature or peace.

    Norumbega prides itself on being the best place for the younger and upcoming generations of witches and wizards to learn about the First Nations’ magic, doing their absolute best to preserve the art of magic they live by. In doing so, they have provided the best institutionalized education for said magic.

    The ways in which First Nations practice their magic has a heavy influence on the school. When it comes to nature and respecting it as such, the school is certain to emphasize First Nations practices in this instance. Norumbega does it’s best to create a harmonious blend between the First Nations’ way of magic and the imported European way of magic. The school’s desire to emphasize a sort of coexistence between the magic of the First Nations and the magic of those who colonized Canada has led to an even better amalgamation of the two styles.

    In terms of the influence of magical creatures in the region, students are taught to respect them no matter how fearsome in nature they may be. In Care of Magical Creatures students aren’t just taught facts and how to take down each creature in case of an attack, but also the beliefs surrounding them and the stories that the First Nations have passed down through time.

    Hogwarts [ Scotland ][]

    Read more here

    Ilvermorny [ United States ][]

    Read more here

    Beauxbatons [ France ][]

    Read more here

    We also use the fanon houses of Papillonlisse, Ombrelune, and Bellefeuille. source:

    • Papillonlisse: Papillonlisse is well known for kindness, artistic ability, maturity, and idealisticness. The house colour is purple and the house is symbolised by a butterfly alighting on a leaf. Students that are sorted into this house are naturally gifted in the arts, they are thoughtful of all others around them as well as kind and gentle. Some students of this house have a tendency to have a fluttery personality and are very social people. Those sorted into this house have a tendency to be quite spur of the moment and unpredictable people. Students selected in this house are prized for their sophistication and surprising maturity at all ages, they prize beauty of the mind and beauty of appearance above many other characteristics and are always striving to improve aesthetic qualities of life. Students of Papillonlisse are often daydreamers, hopeless romantics, those that want to change the world with their idealism and undying love. They often fail to see things for what there are as they are not the most analytical of all people. Those sorted into this house value the humanist approach through to the world, they don't learn to gather knowledge but learn to become a better person. They are introverts focused on their own internal state. Papillonlisse students are often very emotional, bring strong feelings and strong dedication into their work.
    • Ombrelune: Ombrelune is well known for cunning, logic, ambition, and curiosity. The house colour is grey and the house is symbolised by a sinister looking moon. The members of this house are very often those that prescribe to the concept of “the end justifies the means”, as they can be manipulative and cunning. They are very cool and calculating students who are very adverse to irrationality and prize people for making well thought-out and logical decisions. Ombrelune students are cold, rarely display emotion openly unless they see some direct gain in doing so. They are in the most ambitious of the Beauxbatons houses. They are very smart, logical and structured. They are very curious interested in the world and the intricate way it works in. Ombrelune students often strive for power and perfection more than anything else.
    • Bellefeuille: Bellefeuille is well known for bravery, sensitivity, loyalty, and love of nature. The house colour is green and the house is symbolised by five leaves. The students that are members of this house are lovers of nature with a strong sense of bravery and loyalty to all they hold dear to them. These students are caring and sensitive to people's needs around them. They are hard and efficient workers and are characteristically book smart. The students sorted into this house think the necessities of life are what is important they prize family and friends above all else. Bellefeuille students often feel a strong connection with nature, are caring and kind to animals and respect all aspects of flora and fauna. They often have a good and quick perception of the emotions around them, know how to act accordingly in most situations. Bellefeuille students are realists through and through. May it be that they are not the smartest, they surely get their work done. Those of Bellefeuille usually find physical activities more enjoyable than those that require logical thinking, and are often skilled with their hands, knowing how to craft different things.

    Koldovstoretz [ Russia ][]

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    Castelobruxo [ Brazil ][]

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    Durmstrang [ Scandinavia ][]

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    Mahoutokoro [ Japan ][]

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    Uagadou [ Uganda ][]

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