nerakrose

my initial reaction to the whole Indiana Lupin thing - as shown on Twitter:

The urge to photoshop David Thewlis' face onto Indiana Jones' never subsided, and therefore, this happened:

Clearly, my brain had already melted a bit. (I also, obviously, never came up with a better title than "Indiana Lupin and the Search for the Conqueror".)

And then, one evening when me and my beta were discussing our fics and particularly, whether Sirius had facebook and if he did...

So far so good. Until my obsession for BackStory and Detail took over. Research is fun, but sometimes research turns into...fake!wiki entries. Like this one:

Djinn
Jinn (Arabic: جن jinn, singular جني jinnī; variant spelling djinn) or genies are native to Ancient Mesopotamia and are rarely seen outside of Middle East. Export bans on djinn and strict regulations of these prevent unsuspecting tourists removing them from their natural habitat.^[1] In the Muggle world djinn have come to be absorbed into religion; there are several accounts of djinn in both the Qur’an and in old Persian and Arabic translations of the Bible. These religious sources say barely anything about them; however, the Qur’an mentions that djinn are made of smokeless flame or "the fire of a scorching wind".^[3] The djinn are naturally malevolent.^[2]
Etymology and definitions
Jinn is a word of the collective number in Arabic, derived from the Arabic root j-n-n meaning 'to hide' or 'be hidden'. Other words derived from this root are majnūn 'mad' (literally, 'one whose intellect is hidden'), junūn 'madness', and janīn 'embryo, fetus' ('hidden inside the womb').^[4]In the true Bedouin Arabic Jinns are referred to the nomadic people who reside in the deserts. These nomads would usually come in contact with urban societies when they had any needs, otherwise they usually refrained from socializing. Adalbert Muhammed theorises that djinn are descendants of this nomadic tribe; presumably a curse was put upon them. ^[5]
The Arabic root j-n-n means 'to hide, conceal'. A word for garden or Paradise, جنّة jannah, is a cognate of the Hebrew word גן gan 'garden', derived from the same Semitic root. In arid climates, gardens have to be protected against desertification by walls; this is the same concept as in the word paradise from pairi-daêza, an Avestan word for garden that literally means 'having walls built around'. Thus the protection of a garden behind walls implies its being hidden from the outside. Arabic lexicons such as Edward William Lane's Arabic-English Lexicon define jinn not only as spirits, but also anything concealed through time, status, and even physical darkness.^[6] This alludes perfectly to the natural habitat of jinn; dark and enclosed spaces in which they can conceal themselves from unsuspecting wizards.
In Arabic, the word jinn is in the collective number, translated in English as plural (e.g., "several genies"); jinnī is in the singulative number, used to refer to one individual, which is translated by the singular in English (e.g., "one genie"). Therefore, the word 'jinn' in English writing is treated as a plural.
In the Muggle world, the word genie in English is derived from Latin genius, which meant a sort of tutelary or guardian spirit thought to be assigned to each person at their birth. English borrowed the French descendant of this word, génie; its earliest written attestation in English, in 1655, is a plural spelled "genyes." The French translators of The Book of One Thousand and One Nights used génie as a translation of jinnī because it was similar to the Arabic word in sound and in meaning. This use was also adopted in English and has since become dominant. It is a widespread misconception in the Muggle world that genies are of a benevolent character; presumably the conception of genies is a watered down tale about djinn told through mouth-to-mouth methods and are therefore not factually reliable.
Classifications and characteristics
Djinn are of appearance much like human beings. They are not, as Muggle accounts describe them, made of smokeless fire^[3], rather, they are of solid matter. Their skin bears likeness to snake skin; it is scaly smooth, but does not shimmer in sunlight, instead they are of a matte finish. The colouring is individual, but most djinn are of a reddish hue.
The social organization of the jinn community resembles that of humans; e.g., they have kings, courts of law, weddings, and mourning rituals.^[13] They prefer to live in solitude, only gathering once a year to take part in social events. Most djinn prefer oil lamps; they like the darkness and the confined space as well as the lingering smell of kerosene. Little is known about their sustenance, albeit Adalbert Muhammed claims that they may subsist on bones.^[17]
Ibn Taymiyyah believed the jinn were generally "untruthful, oppressive and treacherous".^[19] The jinn take great sport in misleading and destroying their human victims. Jinn claim to be able to fulfill wishes, but these wishes come for a price; often the unlucky wizard, who has lured out the djinn will find himself with an ultimatum he cannot refuse; either accepting or rejecting will result in dire consequences. It is possible to control and enslave djinn; there is a certain sets of rules within djinn etiquette that allows for loopholes. If the wizard is aware of these, he may be able to not only escape the situation, but turn it to his own advantage. However, djinn hold grudges, and should they manage to release themselves from their bond, they will take revenge.
Ibn Taymiyyah theories that the jinn account for much of the "magic" perceived by Muggles, cooperating with Muggle Magicians to lift items in the air unseen, delivering hidden truths to fortune tellers, and mimicking the voices of deceased humans during seances.^[19]
The Department for the Regulation and Control of Magical Creatures classifies djinn as XXX; competent wizards may cope.

And then, at last, because I could not resist - another fake!wiki entry. It will have to be said, though, that all my magical Background is true for all my HP fanfic that is not a non-magical AU. therefore, Djinn exist also in We'll Live Forever, for example, and Tip of the Iceberg. So does the Black School.

The Black School of Franconia or simply The Black School is a school and university located at the edge of the Thuringian Forest in Franconia, Germany. This location is a vague estimate as The Black School is Unplottable. It is first and foremost a university, but it is also a secondary boarding school of magic for witches and wizards between the ages of eleven and seventeen.
The current headmaster is Abelard Rothschild. ^[7]
History of the Black School
The school was founded in the early 9^th century by an unknown wizard, possibly named Teodoric or Theuderich. Local folktales believe him to have been Theuderic IV, king of the Franks (d. 737), but this assumption has since been discredited. Theuderich started Europe’s first school of magic when he started teaching local children the basics of magic in his own home, presumably a small wooden house. His son and daughter continued to teach the locals after Theuderich’s death and by 932, the school had expanded to embrace all the children of Franconia. The number of students at this time was approximately 200.
No records exist of the school’s work, teachers and students pre-932 due to a large fire that razed the house to the ground. The school was rebuilt in a different location, a few miles further to the east^[1]. At this point it was still only a basic school, teaching children aged seven to fourteen. Not until 956 did the school offer higher education; many of the school’s students stayed to research and taught older students about their work: the earliest form of university activity had begun. When the 11^th century came around, The Black School had become widely renowned for its magical education and attracted knowledge-thirsty scholars from all over Europe^[2].
In 1232, the school was once more expanded. A west wing and a north wing were added to the main building and a second boarding house was built to accommodate the growing number of students. It was also in this year that faculties in the university were determined; Theology, Law, Healing and Philosophy.
In 1689 the International Confederation of Wizards met at The Black School to sign The International Statute of Wizarding Secrecy, after which it became necessary to incorporate an element of Muggle Studies to the university^[3]. This prompted restructuring of the university’s faculties as Muggle Studies wasn’t the only subject that didn’t fit into an already existing faculty. Furthermore, both teaching staff and students had expressed dissatisfaction with the university’s disorganisation and chaotic approach to many subjects; they also felt that some subjects overlapped and would benefit from mutual cooperation^[4]^[6]^[9].
The number of students at this time surpassed three thousand in the primary and secondary institutions with a clear overweight of students in the secondary body; children aged five to ten were primarily homeschooled. These students came mainly from Germany and France with only a small number from other countries. The university held a much smaller number of students as many students chose to leave school after their 9^th year final exams^[5].
In 1801 the Black School was again restructured: this time the secondary institution was extended from ages eleven to fourteen to ages eleven and seventeen, mirroring tendencies in the rest of Europe^[13]^[8]. In 1806 an International Statue of Wizarding Education was signed at Hogwarts School of Witchcraft and Wizardry and established officially in 1807^[10]. The law was laid down to ensure homogeneity in the levels of wizarding education; children up until the age of eleven could be homeschooled but were required to be able to read, write and know the basics of mathematics. At age eleven the child would enter magical training in a secondary institution. Many expressed dissatisfaction^[15] with this statute as it meant that children no longer received basic magical training from the age of five; they believed this to be a major setback in their education. Others expressed contentment with this development, claiming that children that young were not mature enough to understand or learn how to control their magic yet and it therefore was safer to wait. The secondary education was lengthened by three years to compensate for the missing magical training in the primary body of education.
As a consequence, children aged five to ten were not sent to The Black School anymore for their basic non-magical training and after two years with no primary students, The Black School put forth an official statement, declaring that they no longer admitted primary students^[16].
In 1867 Latin was no longer the primary language of teaching and fluid French and/or German became a requirement for students^[19].
In recent years Beauxbatons Academy of Magic in France has risen in popularity. Many French parents choose to send their children to Beuxbatons instead of The Black School as it is closer to home. Due to this development, the intake of secondary students from France has greatly diminished. The students now come mainly from Germany, Switzerland and Austria, as well as Poland. French is no longer a requirement for secondary education^[20]^[21].
While The Black School’s secondary education has become less popular, with many students choosing to enrol in secondary institutions closer to home, the university has, on the other hand, become the most prestigious university in the wizarding world^[23]. Even so, the number of secondary students surpasses that of the university students, albeit it is theorised that in 2050 the university students will exceed the secondary students in number. The university offers a broader selection of subjects than most and is the only wizarding university in Europe that offers a degree in Magical Archaeology.
The School’s Buildings
In 1232 a west wing and a north wing was added to the main building and a second boarding house was built to accommodate the growing number of students^[26]. In 1420 it was again necessary to build more boarding houses^[27] and Willow House and Pine House were raised, to join Spruce House and Oak house. Spruce House housed the primary and secondary school children while Oak House housed the university students; with the addition of Pine and Willow, Spruce was now solely a primary boarding house while Willow became a secondary boarding house.
In 1504 there was an increasing need to separate the primary, secondary and university teaching quarters and class rooms^[29]. This lead to the raising of a secondary building south of the main building; this became the quarters for primary and secondary teaching. At the same time there was much discussion about building another boarding house, but due to the Headmaster’s untimely and mysterious death in 1506, all plans of another boarding house were put off until further notice^[28]. This further notice would last until 1665 when a fifth boarding house for mixed students was raised; Birch House. Until then, extra bunks had been placed in some of the rooms of Pine, Willow and Oak. In 1809 when the school no longer took in primary students, the university students took over Spruce House and Birch House.
In 1870 the east wing was added to the university building. Boarding houses were at this time scattered all over the grounds. A west wing was added to Spruce House, effectively connecting it with Pine House and providing board for 500 more students. This west wing was unofficially named Maple Wing.
In 1964 the School was again forced to build new boarding houses after having used the extra bunks method for five decades. Cedar House and Walnut House were raised on the eastern grounds, bringing up the number of boarding houses to seven (eight if Maple Wing is tallied).
The University Building
The main building was built in 932. It was hardly more than a stone house at the time, albeit it is a prime example of Carolingian Renaissance architecture ^[55]. It soon became too small but funds for an expansion weren’t sufficient until 1232, when a local Lord died childless and his properties fell to the state ^[53]. The state donated a large amount of money to ensure board for the growing amount of students as well as more classrooms and a larger library^[65]. The west wing came to house the library on the top two floors, the lower three were classrooms. The former library in the main building was transformed into a small infirmary and all the classrooms on the top floor were converted into offices and living quarters for the staff that did not live in the nearby village. The west wing as well as the north wing were built in a beautiful Romanesque style^[56], contrasting with the heavily patterned Carolingian main building. The east wing wasn’t added until 1870, at which time some of the university courses had been taught in the school building for almost a century. The architect of the east wing drew inspiration from the Baroque period, particularly France^[54]. The university building gives off a quaint and welcoming atmosphere despite its stylistically mismatched parts.
The School Building
The secondary school building was built in 1504, at the time providing classrooms for both primary and secondary students, though in 1809 primary students were no longer admitted^[16]. It was built in a beautiful Renaissance style, a style which was extremely popular in Germany at the time.
Spruce House 932. Spruce House is built in the same Carolingian Renaissance style as the oldest part of the university building and its capacity is 400 students. In 1232 Spruce House became a primary boarding house and would remain so until 1809 when The Black School ceased to take in primary students and it became a university boarding house. In 1964, when Walnut House was built, Spruce House ceded university students and became a secondary boarding house.
Oak House 1232. Oak House matches the west and north wing’s Romanesque style. Its capacity is 800 students. Oak House is a pure university boarding house. Extra bunk beds were placed in rooms 1-50 in the year 1543^[48]. They remained until 1665 when Birch House was completed.
Pine House 1420. Capacity 1500 students. Pine House was mostly empty until the 1480s. In 1501 extra bunk beds were placed in rooms 1-200 and in 1557 there were bunk beds in rooms 1-600. Pine is a boarding house for university students, but in the 1501-1665 time period, many of the double bunk rooms housed primary students. In early 1900 extra bunk beds were again placed in Pine and by 1964, double bunk rooms were 500. The extra bunks were removed at completion of Walnut House.
Willow House 1420. Capacity 1500 students. Willow House, a secondary boarding house, also suffered from the extra bunk beds disease; in the years 1600-65 there were extra bunks in rooms 500-750. Again in early 1900 extra bunks were taken into use to accommodate an increasing amount of students; in 1954 all 1500 rooms were double bunk rooms^[47]. Pine House and Willow House are matching Gothic buildings. They are the highest buildings of the entire school complex, both being 8 storeys high^[50]. The spires add to the height.
Birch House, 1665. Capacity 1000 students. Birch was a mixed primary and secondary student house. After 1809 secondary students took up the empty primary rooms and Birch House became a secondary boarding house. Birch House stands out from the other buildings by being a traditional timber-work house. It was built in brick which was chalked up and framed with timber, which was later painted in a vivid shade of red^[63].
Maple Wing, 1879. Maple Wing was, like the east wing, built in a Baroque style^[66]. Its capacity is 500 students. Maple wing was originally intended as an addition to Spruce House but was joined with Pine House in the last stages of building, thus creating a large mismatched boarding house. Maple Wing got its name from the red maple tree planted on the plain east of the wing. In 1922 the first extra bunk was placed in Maple. By completion of Walnut House, 462 rooms were double bunks; these were promptly removed when Walnut could be inhabited^[47].
Cedar House, 1964. Capacity 2000 students. Cedar House is a secondary boarding house.
Walnut House, 1964. Capacity 1200 students. Walnut House is a university boarding house. Cedar House and Walnut House were, rather than drawing inspiration from contemporary Muggle architecture, built in a beautiful Neo-Classic style.
The Black School has a total of 4900 rooms for secondary students and 4000 rooms for university students.
The Faculties and their History
The faculties as of 1232 were clearly inspired by faculties in Muggle universities.
Theology
- Non-Magical Theology
- Theology
- Divination
- Languages
Law
Healing
Philosophy
- Arithmancy
- History of Magic
- Potion-making
- Alchemy
It is important to note that modern subjects such as Transfiguration and Charms were of course taught. Magic was not yet split into separate subjects at this time and was taught as a mandatory course not defaulted by faculties.
After the restructuring of faculties in 1791, the faculties were three^[32]. Science branched out from Philosophy and was joined with Healing. Philosophy and Theology were joined under the umbrella of Humanities, a new faculty which had been created to accommodate the growing number of subjects pertaining to wizarding and Muggle culture, languages and history, and a number of subdivisions thereof.
Humanities
- Muggle Studies
- Muggle Theology
- Theology
- Divination
- Languages
- Ancient Runes
- History of Magic
- Philosophy
- The Dark Arts
Law
Science and Healing
- Herbology
- Potions
- Alchemy
- Arithmancy
- Astronomy
- Transfiguration
- Charms
- Magical Creatures
- Curses

The faculties have since been revised and modified with every new subject. Currently The Black School offers the subjects Magical Archaeology, Creative Magic, Curse-Breaking ^[34], and Studies of Magical Minorities ^[35] in addition to those mentioned above.

Werewolf and Half-Breed Policy
Werewolves have been allowed at The Black School of Franconia since its birth; in fact it seems that this has rarely been disputed^[41]. However, not many werewolves chose to attend The Black School in the early days.
When the Werewolf Code of Conduct of the United Kingdom was instated in 1637, banning werewolves from magical education, British and Irish werewolves and their parents looked abroad for other options. Finding that The Black School had no actual werewolf policy, they often chose to submit their children to the Black School^[38]^[37]^[41].
It wasn’t until 1849 that an actual Werewolf Policy was formulated and put to vote. Voter turnout was 98,6% with 56% for allowing werewolves education, 35% against and 9% undecided^[40]. The result of the vote stirred up political debate in the U.K. but the paragraph in the Werewolf Code of Conduct pertaining to education remained unchanged and therefore British and Irish werewolves continue to enrol in The Black School^[42].
In 1889 another vote was put forth about including a clause regarding half-breeds in the Werewolf Policy. Voter turnout was 87%, suggesting that half-breeds weren’t as touchy a subject as werewolves, with 68% in favour^[43]. The clause included half-giants, half-vampires, half-veela and half-goblins as well as any wizard or witch with less than 50% non-human blood in their ancestry.^[44]
Currently there are seven werewolves and one half-veela enrolled in The Black School, two of which are attending the university.^[89]

Myths and Legends
Further information: Myths and Legends of The Black School
Many myths and legends are associated with The Black School, the most famous perhaps being the myth of Satan ruling the school. It was said that Satan founded the school with the goal for eye of reaping souls. He lured in young men with promises of wisdom, learning and witchcraft; these young men would study every day for a whole year and never leave the school. By the end of the year, when it was time to leave school, the boys would line up and walk out the door. The last boy in line to leave school would be snatched by Satan before he managed to cross the threshold.
This myth was never confirmed to be more than just a myth, but it gave the school its name and for centuries the school logo featured a goat’s head inside the triangle. The goat’s head was abolished in the Medieval Ages and replaced with that of a Nix.
A legend closely related to this myth is the legend of Sæmundur Fróði, who attended The Black School in the years 1070-1078. He arrived, aged fourteen, and spoke to Satan. Satan told him of all the clever things he would learn, but also told him that if he were last to leave, he would not leave at all. Sæmundur Fróði considered this and said then that he would study there.
He learned many a great thing and when time came for the boys to leave school, he thought he knew how to trick Satan. Sæmundur Fróði said to the other boys that he would be last and not to worry. The other young men were greatly relieved and lined up before the door. The door opened and they walked out one by one. Sæmundur Fróði was indeed last in line and was as fancily dressed as the rest of them, but he had not fastened his cape around his shoulders. When it was his turn to cross the threshold, Satan grabbed the cape which fell of Sæmundur Fróði’s shoulders and Sæmundur crossed to the outside. Satan was so angered by this that he slammed the door shut after Sæmundur, and he slammed it so hard that he bruised the back of Sæmundur’s heels.
Sæmundur Fróði had thus all the knowledge he’d worked hard to gain as well as his soul and was free to leave.