I am an adult schoolboy. I am physically and intellectually an adult, but I am emotionally and psychologically a schoolboy (to a different extent at different times and in different circumstances). My life as a schoolboy naturally has to co-exist with my life as an adult. I use the term ‘schoolboy’ rather than simply ‘boy’ because it is the academic and disciplinary aspects of a boy’s life that interest me and that I need to re-enact – seriously, extensively, and regularly.
In common with most adult schoolboys (or ASBs), I like to wear traditional school uniform (ideally, including short trousers), but (unlike many ASBs) I find uniform an aid to feeling and behaving more like a schoolboy – not an end in itself and not the most important aspect of school life.
Similarly in common with other ASBs, I feel a need to experience traditional forms of punishment for boys (ideally, appropriate corporal punishment), but I am not interested in punishment for its own sake – only as a vital aid to discipline. And while I do tend to believe that domestic-style spankings and school-type whackings are probably the best punishments for a boy like me, I regard such things as important aspects of schoolboy life, not as the reason for ‘being’ a schoolboy. When, as is often the case for practical reasons, corporal punishment is not possible, I will always prefer to take an alternative punishment (provided it is one sanctioned by tradition as appropriate for schoolboys) rather than remaining unpunished. The object is always to encourage me to behave, not to provide me with stimulating sensations: the punishment is always just the means to the real disciplinary objective.
I am fascinated by traditional school subjects and traditional methods of teaching and learning: I am serious about wanting to do as much school work as time allows and progressing in it as well as I can.
Similarly, I am fascinated by, and committed to experiencing, school routines and practices - under strict traditional discipline, as it might well have been applied to boys during the years when I was physically a schoolboy. I am (in my boy self) living permanently in the 1960s, as if at a highly conservative boarding preparatory school.
My desire for discipline is keen and serious: I value discipline in so far as it genuinely helps to improve my standard of work and behaviour.
In common with most adult schoolboys (or ASBs), I like to wear traditional school uniform (ideally, including short trousers), but (unlike many ASBs) I find uniform an aid to feeling and behaving more like a schoolboy – not an end in itself and not the most important aspect of school life.
Similarly in common with other ASBs, I feel a need to experience traditional forms of punishment for boys (ideally, appropriate corporal punishment), but I am not interested in punishment for its own sake – only as a vital aid to discipline. And while I do tend to believe that domestic-style spankings and school-type whackings are probably the best punishments for a boy like me, I regard such things as important aspects of schoolboy life, not as the reason for ‘being’ a schoolboy. When, as is often the case for practical reasons, corporal punishment is not possible, I will always prefer to take an alternative punishment (provided it is one sanctioned by tradition as appropriate for schoolboys) rather than remaining unpunished. The object is always to encourage me to behave, not to provide me with stimulating sensations: the punishment is always just the means to the real disciplinary objective.
I am fascinated by traditional school subjects and traditional methods of teaching and learning: I am serious about wanting to do as much school work as time allows and progressing in it as well as I can.
Similarly, I am fascinated by, and committed to experiencing, school routines and practices - under strict traditional discipline, as it might well have been applied to boys during the years when I was physically a schoolboy. I am (in my boy self) living permanently in the 1960s, as if at a highly conservative boarding preparatory school.
My desire for discipline is keen and serious: I value discipline in so far as it genuinely helps to improve my standard of work and behaviour.
Philip Mcfarlane I am like that.emotionally and physically a schoolboy.although I have a IQ of 110.
ReplyDeleteI like preparatory school uniforms and am very naughty and although I try to be good I often fail to be and need punishment. I think of myself as a boy who never grew up to like Peter Pan.
ReplyDeleteStill looking for a role playing headmaster.
ReplyDeleteI would be very interested in hearing from you, Philip, and sharing thoughts, opinions and feelings. Your comments regarding school uniform and punishment
Deletecoincide with mine. The traditional scenarios you outline also interest me very
much. Can I ask if your comment about 'role playing headmaster' signifies that you are seeking a role that places you in the position of a headmaster, or if you are
'looking for a role-playing headmaster' - ie somebody who would play the role?
He means someone to BE the headmaster
ReplyDeleteThis is exactly how I feel.
DeleteI was at that "highly conservative boarding preparatory school" in the 60's for only one year.
ReplyDeleteI think you would have more than liked it, the myriad of rules and regulations along with every detail done in accordance with tradition and that of course included the cane.
Caning was the only sanction, no matter how small the infraction. It's daily liberal usage led me to gradually developing a liking for it, although apart from the seat of my shorts I wasn't keen on the uniform, so maybe I'm only be half an ASB?
I like to help in that role 666atmaildotuk
ReplyDelete