The following story is based on fact. The author is totally opposed to non-consensual corporal punishment, and totally opposed to adults abusing children. Adults should play with adults ONLY.
The pupils in my school know me to be an understanding headmaster, one who listens to them. But I have become concerned in case this fact is ever confused in their young minds with some notion or idea that I am a believer in modern day easy, liberal, ' anything goes ' values: the values of minimum effort for maximum gain; the values of trying to get away with wrong doing; of laziness; of selfishness; of drug-taking and worship of self and pleasure.
Therefore, since the start of this new academic term, four weeks ago, my colleagues and I have decided to make morning school Assembly into a worship of traditional beliefs: the establishment of moral principles and the importance of character, honesty, and self-knowledge.
Here is the text of my keynote speech to the boys last Monday morning:
" Boys, this is an age when, it is said, reality, truth, facts (!) are arguable, debatable, . .and even unknowable ! No truth ! No standards ! No frame of reference ! No rules ! As your headmaster I am expected to lead this school of boys between 11 and 18 years old, and provide for you a code such that when outside the school gate and in your home and in your future place of work, you will have a secure framework within which to live your lives. But present day standards are no basis for education. They are a recipe for no education ! They undermine the entire basis for education !
It was therefore with great pleasure that I announced at the start of this school term the voluntary scheme for any boy who wishes to receive a more traditional education. There are, I know, many boys in our school today who believe, deep down, in the fundamental importance of truth, and know when they, you, have broken rules whether those rules are written down or not. The new programme is designed to give any pupil who volunteers for it, a grounding in truth and respect for truth, in short a head start in life: a belief in standards and morals, a respect for authority, the right attitudes, the right conduct. But, make no mistake boys, the journey I offer to you is a hard one indeed, it is like climbing a great mountains, indeed the greatest of mountains. But should you find it within yourselves to strike out for the summit, you can be assured that I shall be there, with you, for you, to ensure that you achieve your great goal.
I remind you now, again, that any boy who still wishes to join my special scheme is welcome to come to my study at any time in the school year and enrol. I look forward to seeing many more of you in my study over the coming weeks ".
I think my speech was well received by staff and pupils alike.
Well Richard, clearly, is one such pupil. 14 and a half years old, and lost. 14 and a half years of ability, and drift. Bursting with energy and enthusiasm, and misdirecting his energies, right left and centre into all kinds of idleness and mischief. 14 and a half, perfectly spanning the junior and senior school divide. I was not surprised to see this most typical of pupils in my study this last bright cold Monday morning immediately after Assembly and I excused him half his first morning class in order that we could discuss together whether my new scheme would be the right way forward for the boy. I explained to him again that the programme was an informal and voluntary scheme for those boys who require firmer guidance than is available for them within the normal school year. I explained to Richard that the programme offered to him extra periods of study centred upon English and Mathematics, as well as extra detentions twice the length of any detention ordinarily awarded by a teacher, and also a programme of physical instruction. I made very clear to Richard that he could leave the scheme any time he chose, even during extra detention assignments or special physical education. Richard was enthusiastic, in the extreme, and readily agreed. Indeed, I could see immediately that for this young man school had suddenly become the institution he had wished for all along.
And so Richard joined the twenty-five other boys, in my school of five hundred, to enrol in the special scheme at the start of only its fourth week of operation. Some have been as enthusiastic, others nervous and quieter, but all sense, deep down, that the scheme is profoundly right for them.
It was a matter of some concern, but not regret, when, this morning, so soon, Richard was sent to my Study by his class teacher for the offence of gross cheekiness to his teacher. Richard handed me his Note across my great mahogany desk, and I expressed my displeasure with his conduct, as I would with any other boy in his position. I then reminded him that he had enrolled in my voluntary scheme on Monday, and I asked him if he wished to withdraw from the scheme now that he had acted in a way which meant that we had come to a point of decision: whether I would deal with him within the ordinary rules of the school and society, or within the strictures of the new scheme. Richard hesitated for a moment, but then expressed his desire that I dealt with him under the new special methods. I told the boy to come around to my side of the desk. I instructed him to stand up straight, pull his shoulders back, hold his front in, and hold his head up. I then lectured him about standards, punctuating my lecture with questions and discussion points requiring his immediate response. Now, as I have explained elsewhere, there are certain moments in the relationship between headmaster and pupil in headmaster's study, when the pupil wonders how far their discussion will go. Will the headmaster leave it at this now, and give me lines ? After all this experience directly from, and in front of, my headmaster is one of the most unpleasant experiences of my life. And there is no way in this day and age that much else can happen by way of correction. The modern pupil is confident that all such difficult moments will pass in an instant and he will be free to chose whatever path in future that seems reasonable to him, and suits him, calculating that the sanctions open to school and society are so limited and so laughable that it really does not matter whether he is caught again or not. Within the modern framework of society and of school I do not know where this process will end and I am certain that for boys such as Richard the contemplation of their freedoms drives them wild with both excitement and great confusion and distress. Indeed, I could see in Richard's eyes at that moment the heavy residue of his lifelong bewilderment by the choices open to him, and his confused relief and certainty that this was all that was going to happen to him this morning in my Study. And so it was that with one rapid movement I took his trousers and underpants straight down to his ankles, and before he had time even to think about his nakedness, I spanked his bare buttocks harder and faster than I have ever spanked a boy in my office before.
In the shock and silence that followed I sensed that as headmaster and pupil we had established that first, all-important, breakthrough in our relationship. The start of new respect and of attention and awareness in this boy's life. Richard was now firmly enrolled in the new scheme and was beginning the hard but rewarding journey that the other boys on the scheme have already begun.
Many in the educational field may consider this too drastic and rapid a development for the boy, but no, it is merely my intention from now on to clarify my position to all pupils on the scheme, and to offer them a unique glimpse into the well defined world that I aim to create within their minds, in the hope that they might finally go out into the world beyond school to establish definitions, clarity, boundaries, standards. And the use of shock and drama and the unexpected is my favoured method to introduce the young pupil, in no uncertain terms, to the magnitude of his difficulties and the enormous efforts that will be required from him, and required immediately; it is his wake up call to his new life.
Oh no ! And with my underpants down ! And THAT was HARD ! GOD that was hard. I know the look in boys' eyes. I know too the frozen, hopeless expression when the boy first sees the long cane against the wall behind my desk where the boy now stands. The advancement of lost Richard's education was my only concern, duty, and urgent priority at this most pressing of educational moments and I wasted no time. I stood up, took the cane in my hand, and commenced a brisk caning of the boy's bare buttocks freely and with enthusiasm, instructing him again just where he stood, without the delay of asking him to bend or move position. I do not cane a boy to leave marks or cause damage; I cane to create the maximum impact without leaving unpleasant sadistic angry marks that would damage the precious relationship of trust and confidence between headmaster and pupil.
Our relationship thus firmly established I told the boy to remove his school blazer and let his trousers and underpants rest on the floor and to step out of them, then to tuck his white shirt up under his arm. I paused for the briefest few moments to let the boy collect his thoughts and also to let him, in keeping with more modern times, to rub his bare buttocks, for I know such rubbing is the tried and tested method to minimise damage. But there was no more time to lose now that I had the boy's full attention. I brought the boy closer to my chair once more, like a doctor with a patient, and we resumed our discussion. As we covered the state of morals and standards today and the way forward for boys in schools I frequently used my hand to spank his bare buttocks as hard as possible, without warning, and insisted that he did not break the flow of his answers to my questions even as I applied my hand sometimes three or four, even five times in a row, starting to produce a thorough redness to compliment the lines of the boy's caning.
There could be no doubt now that I had Richard's full attention, and I felt certain that I was clearing his mind of the fog and confusion of his petty world of television and computer games and idle thoughts. Indeed the boy's old world was being left behind at such velocity, that such was Richard's deep-down, excitement, eagerness and sense of anticipation of the new, real, life experiences to come, that his penis was beginning to stand up to attention, throbbing as it rose. In my long experience I have no problem with this response from some boys, particularly those to whom I apply my hand to their bare buttocks, as I believe the hand to the buttocks creates an intimacy and nurturing firmness that lies at the essence of their need for a framework of truth in their young lives. I was studiously careful not to let Richard see any sign of my awareness, and thus possibly disapproval, of this development which might have interfered with his new comprehensive progress towards rea! lity and excellence. In fact Richard was not unusual either in taking his erect penis in his hand and beginning to masturbate freely. In all my years in education I have learned to let boys do and develop in whatever ways seem natural to them as long as these actions are not in conflict with the interests of others in society. Moreover the boy was so preoccupied with his strokes that what he was doing clearly had some deep significance to him essential to his lesson and development.
At the end of our talk I spanked his bare bottom hard and fast, then guided him once more to the middle of my study, his penis erect and bobbing in front of him as we arrived at the centre of my study. I went back and took the short cane from my desk drawer then rejoined the naked boy, and putting one of my feet upon the wooden edge of the seat of the chair guided young Richard over my leg until his legs were well clear of the floor. We paused for several moments until he found his balance and I tightened my grip on his bare hips and back. And so, suitably positioned, I thrashed his bare buttocks freely and happily for the next five minutes, alternating moderate and hard strokes and covering the entire area of his bare buttocks and bare thighs. I must confess that all the time I could feel his hard erection pressing against my leg and occasionally I saw the associated enlargement of his testicles when his legs would sometime part as his buttocks rode up and down during his thrashing.
We stopped and held our position whilst I continued my Monday morning lecture on the problems I faced as headmaster in an age of ' anything goes '. I then let him down and in his standing position commenced several valuable minutes of alternating caning and spanking instruction as he continued to masturbate freely with his right hand and cupped his filling testicles with his left hand. As I am a firm believer in the hand in particular, and something of an expert in its application, I was able to add to his learning experience by bringing my hand down hard upon his bare buttocks and the bare backs of his legs in time to the strokes of his hand on his erect penis, each impact of my hand comprehensive, sound and wholesome, and causing him to increase the pace of his hand.
I must confess to a certain pride in seeing any pupil joining with me so wholeheartedly in his lesson and appreciating its true, spiritual, implications and value. I was therefore regretful to have to interrupt our flow by instructing Richard to bend down and place his hands on the seat of the chair, for it was my duty as his headmaster to apply the bamboo cane to his bare buttocks for six sharp hard strokes in the established educational tradition of the soundest thrashing of a schoolboy's bare bottom by his headmaster in the headmaster's Study. I paused between strokes in order that, together, we could take in the full power and significance of each stroke and reflect upon its deeper contribution to our journey together this morning. At the conclusion of Richard's encounter with the thrashing rod I noted that he had taken its most serious argument in his stride and was glad to see that his erection was firmer, straighter, proud and true.
There is no finer sight than that of a schoolboy benefiting from the soundest of thrashings and totally entranced by the overwhelming experience for body and mind that only a traditional corporal education can offer. I was confident that we could now move forwards together, the boy by my side, his bare buttocks hot and red and expectant, and together strike out for the summit. I then spanked him with a determination such that the walls of my study echoed louder than I have ever known before with the sound of headmaster's hand applied fast and furious to grateful pupil's bare buttocks, as we strode confidently and joyously up these final steepest slopes, until, together, we reached our worthy and magnificent goal of understanding and truth and freedom, and the well spanked bare bottomed boy freely and happily released, in ecstatic celebration of our glorious achievement, in long thick white spurts, pumping hard and far across the carpet of my study. It was indeed the moment of supreme educational achievement.
Young bare Richard was not the first, and will not be the last, young man to accompany me to the summit of truth, or to celebrate his achievement by hand, and the latter fact remains one of the great secrets of the Study of an understanding but traditional headmaster. And so with enormous pride I took the boy back to the chair behind my desk where we begun our lesson, and sat down. I offered him a tissue to wipe away the wetness from his front before I turned the bare bottomed schoolboy briskly across my knee and spanked him thoroughly to final howling bawling satisfaction and example, vigorously heating his hot red bare buttocks all the way to the flaming glory that ushered in for this pupil the beginning of a whole new era of his young life that would advance him head and shoulders above of his contemporaries and prepare him for leadership, excellence and success throughout his life, where he would join the ranks of the new model citizens we must forge for the future of our nation.
And there it is. My new scheme. In operation for only four weeks of this new academic year. I am more than pleased with the results. Two Fifth Formers aged 15 and 16 have even approached me, individually, in my study, simply to thank me for my extra time and efforts on their behalf. They know well that such is my understanding of their needs that I could easily decide even during this voluntary attendance in my Study that I might benefit them by having them bend over and take their trousers down, that I may thrash their buttocks with the short or long cane, before yanking down their underpants to their ankles and soundly thrashing them to the deepest joys of education and improvement. I expect to have thirty boys enrolled by the end of this year and to develop my methods further. I am particularly keen to attract the First Formers as they embark on their school careers and also the Fifth and Sixth Formers for whom I say it is never too late.
Increasingly I am considering the development of my methods and now seeking input from others, that headmaster and pupil may, truly, together, achieve yet greater heights of understanding through the joys of a traditional corporal education enhanced by modern understanding, and thus attain the betterment of our society.
There is simply no other way,
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