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Subject: Re: What is your favorite fantasy? Why? Author: spelvin [ Next Thread | Previous Thread | Next Message | Previous Message ] Date Posted: 22:57:55 09/25/25 Thu Author Host/IP: 72.78.201.247 In reply to: spelvin 's message, "What is your favorite fantasy? Why?" on 07:26:27 09/01/25 Mon I like to imagine an English class in which every grammatical point is illustrated with a practical experience, presented with appeal to the students’ emotions, and is presented with input from the students. For this purpose, the classroom has a camera, a platform, and a dressing room. Mrs. Stewart is careful that the students retain everything they learn, so she makes a collection of photographs for review. The first lesson is on parts of speech. A girl student comments that the word “nude” could be used as a noun, an adjective, and an adverb. The teacher asks one of the male students to undress in the dressing room and to return to the classroom to pose nude for the camera. A conversation then takes place, using the word “nude” in all three parts of speech. For a vocabulary lesson on adjectives, another boy is used as a subject. With his clothes on, the words “facial,” “brachial,” and “manual” are demonstrated. He takes off his footwear to demonstrate the word “pedal.” He takes off his shirt to demonstrate “pectoral.” He takes off his trousers to demonstrate “femoral.” He takes off his underwear to demonstrate “gluteal” and “genital.” Adverbs of degree are made understandable with another boy demonstrating “not nude,” “partly nude,” “almost nude,” and “completely nude.” In a lesson on proper nouns and common nouns, the boys are lined up and identified by name. To drive home the fact that “boy” is a common noun, the boys are asked to undress, thereby showing that they are boys. The next day, a lesson on ambiguity takes place. One girl recalls that two of the boys had one penis. The rest of the girls are confused over whether they shared one penis between them or whether they had one penis each. Another girl recalls that the same two boys had two penises. The rest of the girls are confused over whether they had a total of two penises or whether they had two penises each. To resolve these ambiguities, the two boys are asked to pose again. For a lesson on rhymes, the teacher takes a penis close-up of each boy. Each boy suggests a rhyme for “penis.” One boy requests Botticelli’s painting of Venus coming out of the sea foam. The girls jokingly shame that boy for looking at pictures of naked women. During the Halloween season, the girls wear bear costumes. Mrs. Stewart notices the teachable moment for a lesson on homonyms. She pairs up the girls and the boys for double portraits. Each photograph has a caption like “Suzy is a bear. Edward is bare.” After returning from the holiday vacation, the girls express concern that they had not regarded the boys enough as individuals. In order to learn a little more about the boys, they ask the boys what they received as holiday presents. This is a perfect project for a lesson on verbs of possession. Each boy poses with a caption reading something like “Jason has a GI Joe.” There is no reason that the boys had to pose nude, but what the heck. In a lesson on hyperbole, Mrs. Stewart asks the girls to describe the boys as beautiful as Narcissus, Adonis, and Michaelangelo’s David. The girls refuse on the grounds that that would give undue credit to Narcissus, Adonis, and Michaelangelo’s David. For a lesson on irony, Mrs. Stewart makes a video of Jason, the smallest and most timid boy in the class emerging slowly out of the locker room, completely nude, and terrorizing all the girls in the class. Parallelism is exemplified with a trip portrait and a caption reading “Jeffrey is nude, Ariel is nude, Luke is nude.” Next, each boy is recorded in a portrait with a oxymoron as a caption, such as “Koen is dressed in a beautiful coat of epidermis,” “Jeffrey is in nature’s garb,” “Ariel is wearing everything God gave him,” “Luke is wearing our favorite garment: nothing!” “Jason is in his birthday suit.” For a practical experience in synonyms, each boy chooses a name for his prized possession. For the most rude and vulgar boy, the caption reads “Koen has a prick.” For Jason, the caption reads “Jason has a weewee.” Next is a lesson on “etymology,” or word origins. Mrs. Stewart explains that “gymnasium” means “nude training place.” She tells the class about a religious group in India called the “Gymnosophists” because they believe in renouncing all worldly goods, including clothes. She tells the class about animals with names beginning with the same prefix. A “gymnodont” is a tropical fish with bony things which look like teeth. A water bug is called a “gymnocerata” because it has antennae which look like naked horns. At the end of the class, Jason asks, “Why did we have to come in here nude if all we did was sit in class?” Mrs. Stewart says, “Because, doggone it, you look so nice that way!” The girls complain that the boys never show affection toward the girls. Their complaint comes at an opportune time, because the next item in the curriculum is direct objects. Isis, one of the girls, comments that each boy has his own way of walking, his own way of running, and his own way of moving in general, and that each boy’s unique style of moving is easier to see and appreciate if that boy is nude. With Isis’ observation in mind, Mrs. Stewart takes a photograph of each boy kissing a different girl, and with that boy posing nude. Isis’ birthday happens to fall on the day for prepositions to be covered. Her birthday wish is to watch each boy urinate. She would like for each boy to urinate nude so that she could enjoy each boy’s unique style. To honor Isis’ request, Mrs. Stewart asks all the boys to take their clothes off. The students then go outside on the lawn where Mrs. Stewart photographs each boy peeing for Isis. The indirect object is the next item in the curriculum. At about this time, the boys are complaining because the girls have been supplying all the input, and that it is now time for the boys to be consulted. With all due respect to the girls in the class, the boys would also like to show their bodies to someone else. Koen is frustrated because the cleaning lady is never in the boys’ restroom when he is using the urinals. Ariel knows a girl in the after-care program who is always talking nasty. He suspects that she has never seen a naked boy, so he would be glad to offer her that experience. Luke has a beef that the librarian only knows him for his interest in books. For an all-round view of him, he says, she needs to see what his body looks like. Jason is irate because he never sees the woman phys ed teacher in the locker room. Can’t she occasionally drop in for a friendly visit? Jeffrey lives in a nearby naturist resort. All semester long, he has been wondering what all this excitement is about. Mrs. Stewart makes a list of all the women and girls mentioned and asks them to visit the classroom after dismissal time. She then takes a picture of each boy, except for Jeffrey, showing his body to the respective guest. [ Next Thread | Previous Thread | Next Message | Previous Message ]

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[> Subject: Re: What is your favorite fantasy? Why? Author: Mitch [ Edit | View ] Date Posted: 13:15:54 10/16/25 Thu Author Host/IP: 107.215.19.132 Spelvin, I missed you from the old site. My favorite fantasy goes back many years when I was 9 (I remember because of the Moon landing in '69). There was an early 60s film The Courtship of Eddie's father with Glen Ford, Shirly Jones and a young Ron Howard. There is a scene where Eddie gets sick and while no nudity is shown, Shirly has Ron roll over on his stomach and pulls his PJs down for a rectal temp. I am fairly certain she did it for real, but bed covers hide his bottom. The scene never left my mind and I fantasize being in Ron's scene to this day. [ Post a Reply to This Message ]