By Nevergrowup
nevergrowup2015@hotmail.com
Copyright 2022 by Nevergrowup, all rights reserved
*
* * * *
This story is intended for adults only. It contains depictions
of forced nudity, spanking, and sexual activity of preteen and young
teen children for the purpose of punishment. None of the behaviors in
this story should be attempted in real life, as that would be harmful
and/or illegal. If you are not of legal age in your community to read
or view such material, please leave now. * * * * *
Boys in Trouble
A series of unrelated one-post stories about boys in a variety of
different predicaments.
Peter
Construction of Southfields Secondary School was started in the
late-1960s and was completed in 1970 to accommodate the children from
the new town of the same name that was being built to the far west of
London. It was co-educational and over the years the numbers of pupils
attending gradually increased as the town developed, so that by the
early 1980s there were around 1100 pupils on its role ranging in age
between 11 and 18 years. Now, as the school approached its 50th
anniversary it had six classes of 30 pupils in each year group from the
1st year (11-12 years) through to the 5th
year (15-16 years). It also had a thriving 6th
form, which had around 120 pupils in the lower sixth and slightly fewer
numbers; 110 pupils in the upper sixth.
The school was modern, well-laid out and boasted a number of facilities
that schools being built today could only dream about. There was a
large expanse of playing fields which provided football, rugby and
hockey pitches in the winter, and cricket pitches, an athletics track,
and tennis courts in the summer. The current sports hall, gym, swimming
pool and sports department was one of the newest parts of the campus
having been constructed six years ago, following a devastating fire
that ripped through the original building causing extensive damage, and
led to the pupils having to change in temporary huts for the best part
of two years whilst the new complex took shape. Now, they had one of
the finest school sports facilities in the whole of the south of
England, including a very impressive indoor swimming pool.
Academically, Southfields School had an excellent reputation and a very
high success rates for students taking their GCSE and A-Level
examinations. Discipline was exceptional, with the school requiring
pupils to behave to the highest possible standards and a strict
disciplinary code was enforced for any pupils that did step out of
line; fortunately, this was a very rare occurrence. Bullying was
prioritised as one of the top ranked breaches of the school’s
code of conduct and any pupil caught harassing or mistreating a fellow
pupil could expect to be dealt with in such a manner that they would
not offend again.
The teaching staff were very popular and inspired confidence amongst
the students. A great many of them had taught at the school for a very
long time, with several having been there since they qualified, 25
years or more ago, and it being their only teaching job. Having a
number of long-serving staff was one of the main reasons that the
quality of the teaching remained so consistent and effective. Such
loyalty was rewarded by the school’s governors who recognised
the contribution they made to the ongoing success of the school and had
a series of long-service and other special awards that were presented
to staff in appreciation of their dedication. The Headmaster, Mr
Jennings, was one of the longest-serving and most highly respected
members of staff having originally started at the school as a
fresh-faced, newly qualified geography teacher nearly 40 years ago, and
who had worked his way up to his present position having been a Head of
Year, Head of 6th Form and then Deputy Head. He
was promoted to Headmaster eight years ago, and saw the school through
the difficult aftermath of the fire that destroyed the sports complex.
During his time at Southfields School, Mr Jennings had seen a number of
changes take place and many teachers come and go, as well of course
seeing many thousands of pupils passing through the school from their
first days as quiet, nervous 11-year-olds with their brand new school
uniforms, becoming teenagers with all the dramas and upheaval that
reaching puberty could deliver, to taking their GCSE exams; witnessing
the excitement of them receiving their results to becoming members of
the 6th Form, taking their A-Levels and then
finally after seven years of schooling moving out into the big wide
world to find employment, or to move on to further studies at college
or university.
He had also seen the advance of progress, the arrival of computers,
mobile phones and other forms of technology that greatly assisted in
the teaching process; moving on from writing on blackboards with chalk,
to using overhead projectors and screens, wipe-boards and now digital
on-screen projections, demonstrations and presentations. The school
curriculum remained very diverse with English and maths retaining their
importance at the centre of it, along with traditional subjects such as
history, geography, general studies, creative studies which included
art, pottery, woodwork and metalwork. The significance of languages
such as French, German and Spanish continued to be recognised, along
with long-established sciences; biology, chemistry and physics.
Students were also able to study new additions to the curriculum such
as computer science, technology, life skills which covered cooking,
first aid, car and household maintenance and money matters.
There were three other very important subjects that the school offered
which a vast number of the pupils really excelled at. The first of
these was sport; which wasn’t really surprising considering
the first-class sporting facilities that were available. Their sports
teams competed at district, county, national and even international
levels winning a whole host of honours, cups, trophies, awards and
medals; many of which were on display in cabinets in the corridor that
led to the library, past Mr Jennings study and the offices and studies
of the other senior members of staff. A very high number of pupils went
on to represent the school in county teams at football, rugby, cricket,
tennis, hockey and swimming, with several former students going on to
play sport professionally and achieve the highest accolades possible of
representing England and Great Britain in national and international
tournaments and competitions.
The second subject that Southfields had developed a very high
reputation for was for its music provision. They had a wonderful music
suite with a wide range of instruments available for the pupils to use,
practice on and develop their abilities. The school had invested quite
heavily in music over many years, recognising its importance and
benefitting from some quite outstanding students who honed their skills
and went on to become very talented musicians. The school’s
Head of Music put together a quite brilliant orchestra which gave
concerts on special and significant occasions and dates throughout the
year, backed up by an equally impressive 140-pupil strong choir with
members from all the age groups throughout the school. Several of the
teaching staff would also sing in the choir when it was appropriate for
them to do so, and enjoyed being afforded the opportunity to
participate enormously.
In addition to music, the final subject that created a huge interest
and had a massive following amongst the pupils was performing arts, and
especially drama. The school had produced several actors who had gone
on to study at some of England’s top stage and drama
academies including RADA, LAMDA and Central School of Speech and Drama.
They had become very well-known performers on stage and screen, and had
added to the growing list of famous alumni that Southfields School had
been responsible for setting off on the road to stardom by providing
them with a first-class education. It was one of these actors who had
been a pupil at the school in the early 1980s that was about to make a
huge impact, or rather his legacy was. His family was originally from
Italy and it was the Italian film industry that he became associated
with both as a film star and a much-celebrated director and producer.
Sadly, his life and career were brought to a premature end when he was
tragically killed at the age of 53 in a car crash during filming in the
Italian Dolomites.
That was almost four years ago, and it was not long afterwards that Mr
Jennings received a communication from the solicitors who were dealing
with the former pupil’s estate. It was a Monday morning when
Mrs Munns, his PA knocked on his door and entered looking quite
stunned; “I think you ought to see this immediately
Malcolm,” she said passing him a letter which he read, and
then re-read twice more. He looked up from where he was seated behind
his desk with an expression of shock and amazement on his face.
“Janet, I-I can’t quite believe this,” he
stammered; “I’m almost speechless,” he
uttered as he stared at the letter again. “Please will you
get the Chair of Governors on the phone, and ask him if he is available
to meet with me this morning as a matter or urgency,” he
requested. Janet went back to her office and returned a few minutes
later.
“I’ve spoken to Dr Masterson and he is on his way
over to see you now,” she informed him,
“I’ll have some coffee organised for when he
arrives,” she added.
Half an hour later Dr Masterson was sat in the Headmaster’s
office, having just read the contents of the letter, the expression on
his face mirroring that of Mr Jennings. As he lifted his cup of coffee
to his mouth to take a sip his hand could be seen visibly shaking.
After several more moments he spoke; “Malcolm, that is truly
astonishing. I have to say there are not many occasions when I am
rendered speechless, but today was certainly one of them.” By
the time they had each consumed their second cup of coffee they had
discussed the matter and Richard Masterson had directed that the two of
them should meet with the solicitors as soon as possible, so that a
report could be given at the next full meeting of the school governors
which rather conveniently fell the following week.
The appointment with the solicitors took place on Wednesday afternoon,
and at the following week’s governors meeting Dr Masterson
was able to inform them of the death of a former alumnus of the school
and at the same time reveal that he had left a legacy to the school of
£12million to be spent on a new drama complex. Unsurprisingly
with the stunned silence that followed it would have been possible to
hear a pin drop, such was the reaction.
******
Now, nearly four years later the wonderful new state-of-the-art drama
facility was finished in time for the start of the new academic year
and was ready to stage its first production. By some strange quirk of
fate, the completion of the new complex coincided with the 50th
anniversary of the school being built and also of 40 years’
service by Mr Jennings. The Head of Drama, Marcia Elmsworth was
thrilled with the fantastic new performing arts studio that had been
created, with its large stage, and seating capacity for an audience of
300 people. The dressing room facilities and green room were spacious,
and the actual performance space was enormous; in addition, the
lighting and stage management functions were amongst the most modern
and hi-tech available. The whole set up was literally dramatic and was
probably more impressive than most theatres in the West End; it really
was quite awesome!
The autumn term was less than two weeks old when it was announced that
the first performance that would take place in the new facility was to
be Peter Pan. Posters appeared on noticeboards throughout the school
with dates for the auditions for the cast which would be held in the
performing arts studio. The production itself would take place during
the second week of December with five evening performances, including
the first night which would be linked to the official opening of the
new drama complex. The first auditions for the main characters would
take place after school the following Tuesday, and one pupil in
particular, Peter Prior couldn’t wait.
Peter was just beginning his fourth year at Southfields School; he was
14 years old, although was just over a month away from his 15th
birthday which would be during the middle of October. He was medium
height, slim, with sparkling blue eyes and blond hair, and absolutely
loved anything to do with drama and acting. He lived a 10-minute walk
away from the school with his parents Robert and Charlotte, and his
12-year-old sister Olivia, who was just starting her second year at the
school. Away from school he attended a drama club and also took LAMDA
acting examinations where he was currently working on his Grade 5. He
had only been inside the new performing arts complex a couple of time
for his weekly drama lessons but was completely blown-away with the
fantastic new facility that he was going to benefit from over the next
few years. He had taken part in school productions from when he
attended primary school, and had acted in several plays and Christmas
pantomimes at Southfields. Now, with a brand-new drama facility and a
huge stage to perform on, he was determined that he was going to be in
the first production that was held there, and he desperately wanted to
land the role of one of the main characters; the one that he shared the
same first name with, and the same initials, Peter Pan.
Unsurprisingly perhaps there were a very high number of pupils present
the following Tuesday for the auditions; some of them were there to
audition for one specific role, whereas others had no real preference,
but all of them were very keen and enthusiastic and wanted very much to
be involved and be part of the production. Miss Elmsworth was carrying
out the auditions along with Mr Rafferty and Miss Travers the other
drama teachers; each pupil was invited to put their name down against
one or more of the characters and they would then be asked to give a
2-minute audition reading out a section of the story. The three
teachers would then decide who would go through to the final auditions,
if in fact they were needed; as it would be possible to make some
decisions that same day.
The main characters that the auditions were taking place for were
Peter, Wendy, John, Michael, Tinker Bell and Captain Hook, plus Mr and
Mrs Darling, Smee and Tiger Lily. In addition, there were six of the
Lost Boys who had speaking parts and would be auditioned for, which
were lesser parts and would probably be given to the pupils who
weren’t successful for the main roles. Miss Elmsworth was
hoping to be able to cast most of the characters after the first
audition, but expected to have to hold a second audition for the roles
of Peter, Wendy, Tinker Bell and Captain Hook, unless of course there
were any outstanding performances by pupils who made the role their own
and so meant that they could be cast immediately without the
requirement to go to a second audition.
The first character to be auditioned for was for the title role of
Peter Pan. There were 11 pupils who had put their names down, with
Peter being one of them. Ideally Miss Elmsworth was looking for a boy
around 14/15 years of age to play the role of Peter Pan, which stood
Peter in very good stead, as he fitted that age group, although four of
the other boys who were auditioning matched it too. Two of the boys
were 16, and so were probably too old, and the rest were mainly 2nd
year pupils, although there was one very enthusiastic 1st
year pupil who as it happened was actually quite good. Each of them had
to read the same piece from the script, and it was how they spoke and
projected the words that really mattered, and particularly what sort of
voice they had; Peter Pan clearly needed to have young-sounding vocals
with good pronunciation, intonation and expression and to sound
believable. The auditions were taking place on the stage in the new
studio and the three teachers had positioned themselves about
three-quarters of the way down the hall so that they could judge how
far each pupil’s voice carried. All the pupils taking part in
the auditions were also sitting in what would be the audience seats, so
everyone got to hear their competitors.
Peter was one of the last boys to do his audition, he was very
confident and delivered a really excellent performance with no errors,
a loud clear voice that projected to where the drama teachers were
sitting and the type of voice that you would imagine Peter Pan having.
He was very happy when he came off the stage and went and sat down to
watch the last couple of boys perform.
“That was brilliant,” said Ryan, one of the older
boys who was also auditioning for the same role, “I
don’t think anyone else will be able to match that.”
“Thanks,” Peter replied, looking really pleased.
The older boy had already done his audition, and whilst he had also
made a very good job of it, he was quite tall and had a strong voice,
but it sounded more like a man’s than a boy’s, so
didn’t really fit the image of the boy that never grew up.
Once all 11 of them had finished the three teachers discussed what they
had just seen and quite quickly came to a decision, calling all of the
boys over to where they were sitting, Miss Elmsworth then addressed
them; “thank you all of you for coming along to audition this
afternoon, we were all very impressed with what we saw, and we have
decided that the boy who will play Peter Pan is Peter Prior,”
she announced, “congratulations young man.”
The expression on Peter’s face became one of complete
elation; he hadn’t expected them to make a decision that
afternoon, but at the same time, he felt that he had given the best
performance out of all of the boys. “Thank you, Miss
Elmsworth,” he responded, with an enormous smile, as he was
congratulated by the other teachers and pupils. He was so excited, and
couldn’t wait to get home and tell his parents that he was
going to be the star of the first production at the new drama complex.
Miss Elmsworth also delivered some good news to Ryan, who she felt
would make an excellent Captain Hook, if he was interested in the role.
He too was delighted and confirmed he would be more than happy to play
that part. Additionally, she surprised Jack, the youngest boy who had
auditioned, who had only been at the school a fortnight and asked if he
would take the part of Michael, the youngest of the Darling children.
The beaming smile on his face provided the answer, and he was thrilled
to bits. She also cast John: Michael’s older brother,
offering the part to Nathan, a 2nd year boy who,
like all the other boys was willing to accept. All of the remaining
boys were given roles in the play as members of the Lost Boys, some of
whom would have speaking parts, which they all accepted, as each of
them were only too glad to be involved in some way or other.
With two of the main characters for the play; Peter Pan and Captain
Hook chosen, and several other roles ticked off the auditions continued
with pupils auditioning for the parts of Wendy, Tinker Bell and Tiger
Lily. There were quite a few girls from all years who were trying out
for Wendy, and in the end two girls were chosen; Milly, who was in the
same year as Peter, who would take the part of Wendy for most of the
play, and then towards the end when the storyline moved forwards
several years and an older Wendy was required, the part was given to
17-year-old Melanie who had just started her last year at school in the
Upper Sixth. The part of Tinker Bell went to Charlotte, a girl in the 2nd
year, with Tabitha securing the role as Tiger Lily.
That left just three characters to cast; Mr and Mrs Darling and Smee.
There weren’t many pupils who had put their names down for
these three roles, however there were sufficient that auditions could
take place. In most productions of Peter Pan on stage or film the same
actor plays the role of both Captain Hook and Mr Darling, however on
this occasion Miss Elmsworth wanted to have two different pupils
involved so that as to allow more students to participate in the
production. In the event two pupils from the Lower 6th
were offered the parts. Only three students auditioned for the role of
Smee, and this was given to a boy in the 5th
year.
All the main parts had been allocated; although the six Lost Boys who
had speaking parts; Tootles, Nibs, Slightly, Curly and The Twins, still
had to be confirmed. Two other non-speaking animal characters had to be
found as well; Nana, the Darling’s Newfoundland Dog and the
Crocodile. There would also be a Narrator who would be positioned on
one side of the stage, and would explain the storyline to the audience
as the play went along. Miss Elmsworth had somebody in mind for that
role and so no auditions were needed.
It had taken just short of two and a half hours to put together the
cast for the play and Miss Elmsworth and her two colleagues were very
pleased that the auditions had gone so well, and even more so, that
they had succeeded in doing it all in one session, other than a couple
of decisions that needed confirming. As Peter headed home, he was on
cloud nine; he was so excited that he had secured the main part that he
felt happier than he had ever done in his life. Once he got indoors, he
went straight through to the kitchen and told his mother the news; she
was as thrilled as he was and congratulated him with a big hug and a
kiss. His father and sister were equally delighted and all of them were
now looking forward immensely to watching him perform on the opening
night.
******
The next few weeks were exceptionally busy ones for Peter once the
rehearsals got under way. There was an enormous amount that needed to
be done; the most important being learning his lines off by heart; this
was something he was very accomplished at, having had to memorise
pieces for when he took his LAMDA examinations, although this was the
most he had ever had to learn before. Miss Elmsworth had organised two
rehearsals per week on Tuesdays and Thursdays after school, which
during the first week involved running through the entire play with the
cast reading from scripts, so that they could familiarise themselves
with the plot. After that they would concentrate on specific scenes,
and so not everyone was required to attend every rehearsal, although
the pupils playing the main characters needed to be there.
Whilst the rehearsals were taking place, elsewhere there was also a
hive of activity; the scenery was being built and painted, the props
were being organised, the lighting was being arranged, and the costumes
were also being made. There were 10 weeks to go until the first night
and a huge amount of planning was under way. With an audience capacity
of 300, it meant that only 1,500 people would be able to watch the play
across the week; tickets would be going on sale at the end of October,
with cast members having the opportunity to order tickets for the
opening night a few days before they went on general sale.
With six weeks to go, Peter had learnt his lines almost word-perfect;
he had been working very hard every evening when he got home from
school and knew them just about off by heart. His parents and Olivia
had helped him by reading the other parts, and his commitment and
enthusiasm ensured that he was well ahead of all of the other pupils
who were performing in the play. Robert and Charlotte were naturally
very proud of their son’s achievement in being selected to
play the lead role in such an important production and were very keen
to support him by helping him in his preparation in any way that they
could. When the tickets went on sale for the opening night, they were
amongst the first in the queue and secured seats for themselves and
also for Peter’s grandparents, aunts, uncles and cousins; in
fact, such was the excitement and the pride amongst their family they
bought no fewer than 18 tickets.
Rehearsals were going very well and with just over a month to go all of
the cast knew their lines, apart from the occasional prompting here and
there. Work on the scenery, props, lighting and costume was also
progressing extremely well, as were the special effects which the
production would have; including much to Peter’s amazement
the fact that he would, on several occasions be flying through the air
using hoists and wires which he certainly hadn’t been
expecting. The technicians had the latest hi-tech equipment available
to them, that was 100% safe to use and so were literally able to lift
Peter off the ground and have him flying across the stage from one side
to the other at the flick of a switch. One of the more challenging
scenes in the play would see the characters of Peter, Wendy, John and
Michael all flying above the stage at the same time as they travelled
from London to Neverland. This was very ambitious for a school
production, but given the top-of-the-range equipment they had been
provided with, it made it all look very easy indeed.
As work on the actual play continued, so preparations were also being
made for the official opening of the new performing arts complex which
would coincide with the opening night. A number of special guests had
been invited to attend, including all of the school governors, former
teachers and alumni from the school, local dignitaries including the
town’s Mayor and the MP for the area, as well as the local
media. It was hoped to get someone famous from stage and television
along to officially open the complex; ideally a former pupil from the
school who had gone on to establish themselves as a well-known actor or
director, although this was proving to be a little difficult as even
though it was only a few weeks ahead, such was their lifestyles and
commitments many of them didn’t know where they would be and
so couldn’t confirm that they would be available on the
actual night of the first performance. None-the-less plans were
formulated on the basis that one or other of the school’s
former alumni who had now established themselves as a celebrity could
attend and officially open the complex, along with an alternative
back-up arrangement, if this was not possible at the last minute.
In addition to the opening of Southfields new performing arts complex,
a separate committee made up of staff, governors and parents had for
sometime now been making plans for celebrating the school’s 50th
anniversary. With the amount of attention that the new facility and the
play was attracting, this had now been incorporated into the
celebrations as one of the special ‘Golden Jubilee’
events.
Such had been the interest in the school production that all of the
performances were a sell out within just 3 days of the tickets going on
sale. Because of the demand from people wanting to see the play it was
decided to put on an additional two shows on the Saturday, one at
2.30pm and the second in the evening; that would then allow another 600
tickets to be made available, which would also mean more money raised
for the school. All the cast members and everyone involved was amazed
at the interest the play had created, and were even more astonished
when all of the tickets for the additional day were sold out as well.
Ever since Peter found out he had landed the main part in the play he
had done nothing but eat, drink and sleep Peter Pan; he read the book
about him, watched the films, looked through reviews on plays that had
taken place in the past, and did as much research on the character as
it was possible to do. This was his first ever lead role and he was
determined to make it one that would be remembered for a very long
time. To give him his due, he worked very hard on his drama lessons,
both at school and at home and was hoping that he would be good enough
to attend one of the big drama academies one day with aspirations of
following in the footsteps of several other Southfields School pupils
and becoming a professional actor.
He was loving every minute of the rehearsals, particular now that the
set was almost finished with the scenery and props; and best of all the
mechanisms had now been put in place and fully tested to ensure they
were safe that would enable him to fly across the stage on a series of
wires, which he was really looking forward to trying out for the first
time at Thursday’s rehearsal, along with Milly (playing the
role of Wendy), Nathan (John), Jack (Michael) and Charlotte (Tinker
Bell). At one point during the play four of them, would be suspended in
mid-air above the stage which was going to be quite awesome both for
them to be participating in, but also from an audience point-of-view.
******
It felt quite strange initially as Peter found himself being hooked up
to the wire that was going to lift him up into the air; there was a
harness that fitted around his midriff that connected to the wire and
would be the actual mechanism that would hold him, but in addition
there was a secondary wire that was the safety cord, which was a
back-up in case there was a problem with the main one. With all the
equipment being brand new and having been tested thoroughly it should
be 100 percent safe, but the health and safety risk assessment had
decreed that a secondary safety measure should also be provided.
“How does that feel?” the technician asked.
“It feels a bit strange,” Peter replied,
“but I’m sure I’ll get used to it quite
quickly,” he said confidently.
“Okay, well I will give you a count of three, and then you
will be lifted into the air,” the technician told him.
“Are you ready? Three – two – one,
go!” he shouted. Peter let out a little gasp as he found his
feet were no longer on the stage and he was suddenly hoisted 20 feet or
so into the air and was looking down on everyone else.
“Wow! This is awesome,” he uttered to himself as
the technician expertly manoeuvred him from one side of the stage to
the other and then back again, repeating the process before lowering
Peter gently back down onto the stage again.
“How was it?” the technician enquired.
“It was brilliant,” Peter answered, his face a
little red, but full of smiles.
The technician went on to explain to Peter that the harness had a
digital release mechanism on it, so that during the play’s
performance it will automatically detach from him on landing, enabling
him to continued straight on with the scene. Peter grinned; he thought
it was absolutely fantastic. He then stood and watched as the other
members of the cast had their first experience of flying; each of whom
were equally as excited as he had been when they took off, flew across
the stage and then landed safely again.
With just over two weeks to go until the opening night the costumes had
all been completed and all the cast had to go along on Wednesday after
school to try them on. They had all been measured up for them a few
weeks previously and the school needlework teacher; the appropriately
named Mrs Lacey, along with several other members of staff, older
students and parents had been busy making the costumes, and with nearly
50 pupils taking part in the play, that required a considerable number
of sewing hours, but they were all now finished, subject to any minor
alterations that were necessary. When the members of the cast arrived,
they went into the appropriate changing rooms where they were given
their costumes to try on; for some this meant stripping down to their
underwear as the maker of each item needed to check that it fitted
perfectly, so they couldn’t just put the costume on over
their school uniforms.
Peter was absolutely delighted with his costume which was exactly how
he had imagined it would be like having carried out so much research
about Peter Pan’s character; the bright lime green shirt,
olive green tights, cap with red feather in it, brown boots and belt
with the dagger looked just perfect. He was one of those who needed to
strip off, and so was just wearing briefs underneath the costume, which
didn’t faze him at all as the cut of the shirt with its
jagged hem leading from his waist down to the top of his legs covered
his groin area nicely. All the other cast members were equally pleased
with their costumes, and only a couple of them required some minor
alterations.
******
The week before the play would be taking place was extremely hectic for
all concerned; the main hall of the performing arts complex was set out
with 300 chairs ready to receive its first audience, the stage was
decked out with all the wonderful scenery, and most important of all
the cast of the play were about to undertake the first of two full
dress rehearsals which would hopefully see them perform the whole play
from start to finish with no interruptions and no hitches.
As it happened both dress rehearsals went absolutely superbly without a
single hiccup throughout the whole performance much to the enormous joy
of Miss Elmsworth who was delighted with the way everything had gone.
The flying scene had worked extremely well with all four members of the
cast including Peter in mid-air at the same time. From
Peter’s point of view, he had felt a little uncomfortable
after the first dress rehearsal as the costume was quite restrictive at
times, and was especially tight around his groin area; so, for the
second rehearsal he elected not to wear anything under it, leaving his
briefs off completely and found that it was much better, although the
only slight drawback was that by the end of the rehearsal he had ended
up with a boner, as where the seams joined they rubbed against his
cock, particularly when he was attached to the harness. He therefore
decided that he would wear just his costume and nothing else; this
meant that there was a bulge where his hard cock was, but as that was
covered up by the overhang of the shirt, nobody would be able to see
it.
After the hugely successful dress rehearsals everything was set for the
opening night, with Peter looking forward to it more than he had looked
forward to anything in his life before.
By 7.15pm on the Monday evening all the audience were seated as a few
formalities took place before the play began. There were welcomes from
the Chair of Governors and the Headmaster, both of whom gave short
speeches praising the wonderful new facility that had been built, and
dedicating it to the legacy of the school’s former pupil. It
hadn’t been possible to get a famous celebrity along in
person to perform the opening, however they were able to project a
recording onto the big screen that had been lowered in front of the
curtains, where to everyone’s surprise a message from Daniel
Radcliffe was then played, congratulating Southfields School on the new
performing arts facility, thanking everyone for their hard work, and
wishing everybody a very enjoyable and successful evening. As a loud
round of applause rang out so the screen was raised, the lights were
dimmed and the curtain went up; the Narrator appeared on the right
hand-side of the stage and began to tell the story of Peter Pan:
“The story starts with Peter visiting the Darling household
and listening at Wendy’s open window to her
mother’s bedtime stories. When the window is closed his
shadow is accidentally shut in it; when he returns to try and retrieve
it, he awakens Wendy who is surprised to see him but manages to find
his shadow and she re-attaches it for him. Peter discovers that Wendy
knows lots of bedtime stories and he invites her to Neverland to be a
mother to the Lost Boys. Wendy accepts, and she along with her brothers
John and Michael go with Peter, and the adventure begins.”
All four of them are then lifted off the stage and begin flying through
the air much to the amazement of the audience who all think it is
wonderful.
Throughout the play there is dialogue on the stage with the characters,
along with additional storytelling from the Narrator, as they arrive in
Neverland, meet the Lost Boys, rescue Tiger Lily from the pirates,
battle with Captain Hook, and Tinkerbell saves Peter by drinking the
poisoned medicine. The Narrator tells the audience that the only way to
save Tinkerbell is to clap their hands and shout “I do
believe in fairies,” which after a minute or two sees
Tinkerbell revived again.
As the story draws towards the end Wendy, John and Michael return home
where their mother is full of anguish and is heartbroken at their
disappearance. Peter is very sad but promises to return and visit her
every Spring.
With the play in the final scene, Peter has visited Wendy every Spring,
but she never returned to Neverland, and has now become an old woman.
At the end he is flying through the air once more and the join of the
seam has again caused him to get a boner; but unbeknown to him the wire
where it is attached to the harness has caught in the thread of his
costume and is unravelling the seam with each movement that he makes.
As he leaves Wendy and lands back on the stage for the final time so
the digital release mechanism operates as it was meant to, however on
this occasion instead of just detaching, it pulls at Peter’s
costume ripping it off him completely and he is left standing totally
naked on the stage with his hard cock sticking out in front of him. At
that moment the Narrator declared; “And so that was the story
of Peter Pan, the boy who never grew up.”
There was a moment of silence before one member of the audience sitting
in the second row back from the stage called out loudly;
“Well he looks like he’s grown up from where
I’m sitting,” as Peter’s face turned
bright red with embarrassment.