quotes

Robert Ebenezer Jenrick Scrooge 1843-

acton282 Comments

“No warmth could warm, no wintry weather chill him.” – A Christmas Carol, Charles Dickens 

Over 179 years have passed since Chapman & Hall published A Christmas Carol on December 19th, 1843. The original title Charles Dickens has been lost to time. A Christmas Carol. In Prose. Being a Ghost Story of Christmas remains. Have times changed? Is the novella outdated and irrelevant? Or, is their a reason why its story remains an enduring feature of the stage, silver screen, print and audiobooks? Crikey, even Sir Patrick Stewart reads parts on TikTok. “That is what it is to be human: To make yourself more than you are.” 

“You may be an undigested bit of beef, a blot of mustard, a crumb of cheese…” – A Christmas Carol, Charles Dickens 

The book, a well-visited tale is divided into five staves. These parts allow three spirits to visit between an introduction and a conclusion. The structure of the novel is clear and flows, making translation to multiple language feasible and lasting. Its story takes place in just a 24 hour period, making it the inspiration for Kiefer Sutherland’s Jack Bauer (not the cyclist from New Zealand). As tough as Jack Bauer is, the central character Ebenezer Scrooge appears unbreakable. A tough old boot. 

“I mean to give him the same chance every year, whether he likes it or not, for I pity him.” – A Christmas Carol, Charles Dickens 

A plethora of retellings, re-imaginings and interpretations have crossed political and social borders. Whether it is that of Bill Murray, Ebenezer Blackadder, or Michael Caine opposite Kermit the Frog, the central character Ebenezer Scrooge is instantly recognisable. Look closely at Dr Seuss’s The Grinch and you’ll see Scrooge in cold-hearted green. Stave one sees cheerful and kind-hearted Fred visits his mean Uncle Ebenezer at his counting house. He persists and resists spirits being dampened by Scrooge’s venomous tongue. Invited to a meal, Ebenezer Scrooge declines. As he does for a charitable donation request. Charity muggers are sent away. Soon, at his home, he sees a dead business colleague in his door knocker. Startled by that encounter, he is later visited by the chained ghost of Jacob Marley. Marley warns penny-pinching Scrooge that his future is bleak, should he not change his ways. He also warns that salvation can be sought following the visit of three ghosts. Plot delivered. 

“I’ll keep my Christmas humour to the last. So A Merry Christmas, uncle!” – A Christmas Carol, Charles Dickens     

Stave two sees the Ghost of Christmas Past, take Scrooge back in time. Here he views his previous boss Mr Fezziwig. In an old-fashioned take on BBC’s The Apprentice, Scrooge’s version of Alan Sugar is seen within the workplace displaying all forms of warmth, generosity and benevolence. The jovially affectionate nature of Fezziwig contrasts with his moderate profiteering and highlights how bigger traders were sweeping aside the small ownership family businesses of the 19th century. Fezziwig is very much a Baron Sidney Lewis Bernstein (Granada TV founder) of his time. 

“Hard and sharp as flint, from which no steel had ever struck out generous fire; secret, and self-contained, and solitary as an oyster.” – A Christmas Carol, Charles Dickens 

The ending of the stave is too sad for Scrooge to take. Scrooge protests and resists, waking up in his bedroom once more. His ephemeral encounter had been well-meaning, yet here Scrooge must have known that more was to come. He could not have known what those next two likely encounters would entail. Scrooge’s welfare was safely out of his hands for the moment. Could he rise and walk again? 

“Most of all beware this boy, for on his brow I see that written which is Doom, unless the writing be erased.” – A Christmas Carol, Charles Dickens 

Bob Cratchit is the uncomplaining clerk to the parsimonious Scrooge. He does what he is told, almost like an obedient dog. This timid man is married to Mrs Cratchit. His wife in her “twice-turned gown” is the gratuitous optimist. She makes the best of a bad situation. Next in the family is Martha Cratchit, a hatter, just like many Stockport folk once were. It remains to be seen if she suffered from Mad hatter disease (a form of chronic mercury poisoning, associated with the hatting industry). The Cratchit family have a son, and here forms stave three. Bob Cratchit’s mundanely repetitive job counting cash for his superior could ill-afford him time of leave to stay with family at a Victorian-era Christmas. As Christmas grew, so could Bob’s internal worries. Tiny Tim appeared a condemned young soul. 

“”It’s only once a year, sir,” pleaded Bob, appearing from the Tank.” – A Christmas Carol, Charles Dickens 

Tight-fisted Scrooge joins the jollily prophetic and welcoming Ghost of Christmas Present to visit Tiny Tim. Tiny Tim, not to be mistaken for the late singer-activist Hebert Butros Khaury, is ill and proper care cannot be given. The Cratchit family suffer in the same niche as many Mancunian families do in the 21st century when seeking mental healthcare. Tiny Tim may have had origins on a real boy in the old mills of cotton-factory Manchester. Kind, thoughtful and incapacitated as Tiny Tim is, this character radiates positivity and reflects his family’s attitudes to challenging shortcomings. To quote my elder brother Asa, “It is what it is.” 

“If he be like to die, he had better do it, and decrease the surplus population.” – A Christmas Carol, Charles Dickens 

After being told that Tiny Tim will snuff it, the Ghost of Christmas Present visits Fred’s house and highlights two hideous representations of ignorance and want. Danger was afoot. Gratefulness and sympathy lay firmly in Bob Cratchit’s court, yet the bad-tempered leader Scrooge’s connections and empathy lay far away from humanity. Think Wolverhampton-born, St John’s College-educated Immigration Minister Robert Jenrick painting over murals in a Kentish centre of children’s asylum. Scrooge would have been proud? His leadership team in Parliament are just after stopping immigrants on boats. And welcoming children. 

“Still the Ghost pointed with an unmoved finger to the head.” – A Christmas Carol, Charles Dickens 

The Ghost of Christmas Yet to Come enters stave four. His ominous, dark and silent presence guides Scrooge to the possible death of Tiny Tim. Other visions also guide Scrooge from the dark side to the side of the angels. One of which sees a grave with the etchings of Scrooge’s name. After you’ve seen scallywags sifting through your abandoned rucksacks and filing cabinets, I challenge you not to feel glum. Imagine listening in on relatives bickering about your Last Will and Testament. Let’s hope that’s not too relatable. Balance your books before you go. 

“…a solemn Phantom, draped and hooded, coming, like a mist along the ground, towards him.” – A Christmas Carol, Charles Dickens 

Stave five ends positively, as the latter stage of the book follows the transition of Scrooge from out and out despondent miser to benevolent altruist. He gives,. He rewards. He feels joy again. Tiny Tim doesn’t die. In fact, Tiny Tim gets the equivalent of a Godfather. Christmas once again is filled with merriment. Solitary death averted, Scrooge is reformed. He can even take a joke. Redemption in under 24 hours. 

“Let him in! It is a mercy he didn’t shake his arm off.” – A Christmas Carol, Charles Dickens 

During the Victorian era, Love Actually and E.T. couldn’t be screened on televisions. Those technologies hadn’t arrived. Ghost stories were the hip way to spend time. Dickens went further than most, smothering his with wealth, injustice and all the injustices of wealth distribution of Victorian England. It pre-dated Downton Abbey but equally its conflict in social responsibility is shared. The importance of family and love at Christmas is growing, with dinners, carol singing, trees, cards and high spirits increasing. Christmas is seen as a time to bring people closer together. Its religious meaning is present, yet less announced. Those without would, no doubt, see what they are missing. Inequality was rife and obvious. 

“Emancipate yourselves from mental slavery; None but ourselves can free our mind…” – Redemption Song, Bob Marley & The Wailers 

The aftermath of diving into A Christmas Carol slams home the message that children are the responsibility of all mankind. Not that Robert Jenrick would agree. Perhaps he shall read this novella realise the failings of only thinking of oneself. Or, like many Conservative ministers, likely maintain a selfishness that the richer elements of Victorian society once held. Poor laws, prisons and workhouses once dealt with the poor destitute working class. These days we have zero-hour contracts at Amazon and less-than-living wages at McDonalds. Perhaps, the final stave and its message of completion and possibility should be explored as a mandatory fit-to-govern the U.K. test. A bit of pity goes a long way. “The sound of” children playing and shouting should be “so delightful that even the ‘air’ is laughing.” 

“God bless us, every one!” – A Christmas Carol, Charles Dickens 

[Christmas Carole, Sky TV, starring Oldham’s Suranne Jones] 

Step back: II.

acton28Leave a comment

Striding off the jet, up the steep long gangway into the terminal building, I plodded hard and fast. I walked with conviction. At the Terminal building luggage belt and special items, I had to meet Panda.

Panda, the border collie with attitude, had been boxed for 17 hours plus pre-boarding time, and was fast approaching the 24 hour mark. I passed passport control and wandered off to collect my luggage. Neither Panda nor my backpack had arrived. The conveyor spun around and eventually the 30kg juggernaut of a backpack arrived. I lugged it over to the area for oversized or special baggage and waited.

Amongst the discarded polythene wraps and seemingly forgotten golf buggies and cycling cases, I slipped back and slumped against a wall. Here I reflected that I was already feeling calmer having left China and its measures to achieve dynamic zero CoViD-19. I also was enjoying some diversity of culture, having mostly been surrounded by Han Chinese and Guangdong for three years.

“That mountain you’ve been carrying, you were supposed to climb.” / “你身上背负的大山，是你本该攀登的.”

Panda didn’t arrive quickly. Nor did the five other dogs being awaited by other travelers around me. After querying customer services, the glass door at the end of the annex to luggage slid open. Out on pallets slid a whole kennel of dog crates. Here a whining and happy Panda looked simultaneously pissed-off yet relieved. His owner, equally happy to see his puppy-like eyes.

“每个人都是独立的个体，但我们联系在一起” / “Everyone is an individual, but we’re connected.”

To Customs and the anything to declare section we went, showing our papers, well Panda’s jabs and rabies inoculation sheet, etc. The chilled out inspector handed back our papers and allowed us to depart, having not even looked inside the dog crate. Arrivals was above Amsterdam Schipnol and by a car park. Time to unleash the beast.

I frantically used a small metal key card to remove the straps fastened around Panda’s dog crate. Then we wheeled outside and pondered what to do with the dog crate. From here on, Panda deserved to be back on his leash and free. Immediately on opening the door, near to a tree, an excited Panda leapt out and washed my fast, and just as quick, squatted and deposited a bottom compost pile. I scooped it into a dog pooh bag and discarded it. But, the dog crate, unspoiled and un-soiled was a tougher matter.

“Don’t cry because it is over, smile because it happened.” / “不要因为结束而哭泣，微笑吧，因为你曾经拥有”

I looked around one outer flank of the airport railways station. Nowhere to be found. No places to donate a dog crate in close proximity. Not even an area for recycling or refuse. With time rattling away, I decided a bicycle park seemed a safe bet. I disassembled the dog crate and pushed it into a wide bicycle locker. It wasn’t a good idea to leave an unattended object of that size by a major international airport.

I had a pre-booked train ticket go Rotterdam for a hotel booked in advance. Now, Panda needed a ticket for the journey so I queued ahead of his first dedicated rail ticket. We both scuttled down to the platform for our train to Rotterdam Zuid Station. On the train Panda met a whole range of friendly people and I chatted to an Indian metallurgist working in the Netherlands. The country had made a very special imprint in a short space of time. Great transport, friendly people, diversity, many cycles and cleanliness. We’d only been there an hour and it felt so relaxed.

A brief stroll from the station to B&B Unitas at J.B. Bakemakade on the Binnenhaven Dock didn’t take long. Here the host allowed us on board and shown Panda and I to our room. A brief introduction and then we set out for Panda’s first well-deserved and much needed walk in Europe.

Starting in Rotterdam’s Feijenoord area, we headed towards the centre and admired the architecture. Well, I enjoyed the building shapes and designs, whereas Panda enjoyed the walls, corners, footers of lampposts and other fittings etc. After a good few kilometres, a lot of leg-cocking and no dinner, we arrived back at the quaint boat hotel.

Being about 193cm tall on a boat, I had to duck into the shower cubicle, which was considerably shorter. It wasn’t that I didn’t like it, or felt uncomfortable, but it’s certainly something to be aware of. Actually looking back on the stay aboard Unitas there’s nothing I didn’t like. The gangplank is a metal grill, which I didn’t like carrying Panda over it, because it is shoulder-width at best, however expecting a wider pathway is silly. The boat hotel is quaint, friendly and located close to Rotterdam Zuid train station. Red-eyed Panda and I slept like logs.

The breakfast, ate on deck, was deliciously fresh and hearty, from a basket and full of variety. The surrounding area was great for a wander with Feyernord’s football ground down the road, and plenty of shops around the corner. It’s an idyllic hotel, in a city but seemingly away from the hustle and bustle. I wouldn’t swap the experience for any other hotel.

Our long day walk took us across many parks but notably into Zuiderpark to see a windmill (by Kromme Zandweg), and eat a delicious and filling lunch at the calm setting of De Bonte Keukentafel. A perfect setting for an afternoon wander, complete with historic windmill and farm to its side. Again Panda received a fair share of attention. Welcome to Europe, Panda.

Panda and I stayed at the dog friendly boat hotel, for one night only, en route to Rotterdam Europoort. The hotel helped arrange a taxi towards our ferry, and off we went…

Laid up philosophy

acton28Leave a comment

“We think too small, like the frog at the bottom of the well. He thinks the sky is only as big as the top of the well. If he surfaced, he would have an entirely different view.” – Mao Zedong (毛泽东), the first Chairman of P.R. of China, based on the idiom 井底之蛙 jǐng dǐ zhī wā – Narrow-minded and ignorant

Dr Li (李医生, orthopedics department) gave me an x-ray today and my foot is unwrapped. Stinks like some long forgotten French cheese that’s been left outside on a hot day, however, not as bad as Durian fruit. Now, two weeks on crutches and lots of self-physio to rebuild the wasted muscle and time. A huge visual difference in my ankle, calf and right foot (which has shrunk in length and breadth). Small steps to recovery.

And Dr Peng (respiratory department) tomorrow is release day from the hospital after the pulmonary embolism. Rehabilitation time.

“Nothing in life… even a few broken bones, is without its reward.” – John le Carre, author

Below is a list of things I have genuinely thought about, whilst lay on the hospital bed. The key points have been translated to Chinese, because, why not? I’m in China. Maybe one day someone will want them as a tattoo.

Free your heart from hate; 心中无恨. Pretty obvious. Be nice. Hate Man U****d. That’s all.

Free your mind from worry; 脑中无忧. Insurance ran out? Uncovered? Want private healthcare in a land where your language exchanges are limited? Want peace and quiet to speed up recovery? Then pay for not. Don’t worry. Money can always be earned again. It’s a tool. Buy something with no regrets. If you can’t afford a luxury yacht, buy a luxury toothbrush.

Live simply; 生活简单. Salad and fruit are delicious. Don’t let anyone tell you not to eat bell peppers raw. When energy demands lower, eat less and ponder whether Buddhist dietary needs are actually good for you. Or, eat chocolate.

Give more; 多些付出. When we pay taxes to states and social insurance, we’re contributing to society. Infamous tax dodgers Starbucks, Amazon, eBay, Apple etc. probably feel empty and cold. They didn’t play their part in society. Nobody can feel the benefit, without paying their way. Keeping the economy afloat is one thing, but always give when you can, especially when you have less to give. It feels good.

Expect less; 少些期待. Ambition is a pathway to disappointment. Or, expectations should be lowered to avoid feelings of inadequacy. Not everything is under your control and circumstances are likely to remind you that life is a challenge and fairness or equality a fictional aim. Idealism is not achievable under every circumstance. Be less worried.

Everyone is an individual, but we’re connected. 每个人都是独立的个体，但我们联系在一起. The philosophy of an international planet full of respectful connections with differences being put aside won’t be easy. Flags, borders, disputes and dick-waggling must stop. Isn’t climate change enough of a motivator, or will we all stay so individual? Record temperatures and extreme weather. We’ll all be connected, especially when it’s too late.

“So throw those curtains wide. One day like this a year’ll see be right.” – One Day Like This, a song by Elbow

After listening to the stunning Glastonbury set recordings of Elbow, I funked away to the impressive Billie Eilish, and sang along to Noel Gallagher’s High Flying Birds. Grounds for Divorce is such a powerful tune by Elbow. One Day Like This is their dreamy song, and one I associate with watching Manchester City at F.A. Cup games in Wembley. The band ftom Ramsbottom, Bury keep getting stronger as they age. Perfect. Like a vintage wine. Or cheese, but not from my feet!

Reading Draft.

acton28Leave a comment

Dear readers,

“I have a passion for teaching kids to become readers, to become comfortable with a book, not daunted. Books shouldn’t be daunting, they should be funny, exciting and wonderful; and learning to be a reader gives a terrific advantage.” – Roald Dahl

The below is a huge draft that will be edited and chopped probably into less than 150 words, or maybe just a handful of sugar, or likely whichever earns me the most coffee cups. It all started when Miss Hannah in marketing asked me to create something for social media in relation to holiday reading. I immediately wanted to share Roald Dahl. Then, I thought about international mindedness, books with messages and genres that leave your heart tickling. Of course, there are many mainstream examples and some are quite well-known, but that’s the magic of a good book – it cannot stay shut! It fails to remain quietly shut in a dark corner of a room. Books cry out for attention. They’re living breathing monsters that grip you, hug you and leave sloppy kisses on your cheeks. So, that’s the introduction to the opener below.

“I can’t imagine a man really enjoying a book and reading it only once.” – C.S. Lewis

Do you remember the first time you opened a book and it truly grabbed your attention? Perhaps that text took you away to a whole new world. Maybe that story whisked you off on a never ending story. Certainly the protagonist had your attention. You were hooked! You find yourself nose-deep in the book, living and feeling the words! Breathing in a rollercoaster ride or feeling the love from the rows and rows of the word beneath. Importantly, age groupings are never always accurate. Students read and write at various levels of ability across age and year groups. It’s important to differentiate to an appropriate reading level. It is worth noting that opening new books may not prove too challenging, however, it can always awaken a part of a new imagination.

“There are many little ways to enlarge your child’s world. Love of books is the best of all.” – Jacqueline Kennedy Onassis

Artist’s impression. Just a concept at this stage.

Whether you’re an avid reader or a book guru, books such as The Animals of Farthing Wood (Colin Dann) can stick with you for life. Reading about characters such as Tintin and adventures such as The Lord of The Rings can shape our expectations of movies or provide us with hours of conversations amongst thinkers and friends. As we reflect in life, we’re often granted opportunities to communicate our recommendations. Here are a few books to get you going.

Emerging readers: Kindergarten & PYP levels 1-2 / grades 1-2 / UK nursery school or years 1-2 (5-7 years)

Books at this level should be packed full of sight words, colour and invention. A trio of examples shall follow. The Reverend W. Awdry wrote Thomas the Tank Engine and friends. His 26 stories were aimed at his child Christopher. It must have worked because later on, son followed father, adding a further collection to the series! Eric Carle was a colourful writer, creating a list of books as long as my arms and legs (which are very long indeed). The Very Hungry Caterpillar is an iconic place to start reading his works: “One sunny Sunday, the caterpillar was hatched out of a tiny egg. He was very hungry.” Janet and Allan Ahlberg are no strangers to children’s fiction. This married couple worked together for over two decades. Funny Bones, Mr Biff the Boxer, and Kicking a Ball.

“Oh, magic hour, when a child first knows she can read printed words!” – Betty Smith

At these ages students are now working out how to segment words using phonics and recognising an increasing number of sight words. They’re differentiating homonyms whilst learning to love books. Read daily and often with your kids now and they should develop at their fastest! To that mind look up the following books: All Join In (Quentin Blake – one of the greatest and most distinctive illustrators of all time); Peace at Last (Jill Murphy); The Runaway Wok (Ying Chang Compestine); Mr Wolf’s Pancakes (Jan Fearnley); Owl Babies (Martin Waddell & Patrick Benson); Suddenly (Colin McNaughton); Grumpy Frog (Ed Vere); Oi Frog! (Kes Gray & Jim Field); The Squirrels Who Squabbled (Rachel Bright & Jim Field); Flotsam (David Wiesner); Guess How Much I Love You? (Sam McBratney); Slow Loris (Alexis Deacon); I Want My Potty! (Tony Ross); Dear Zoo (Rod Campbell); Meg and Mog (Helen Nichol and Jan Pienkowski) and so many more… (further inspiration can be sourced here).

PYP 3-5 / grade 3-5 / UK years 3-5 (7-9 years)

Flat Stanley, penned by Jeff Brown, tells the story of a boy squashed by a bulletin board. His newfound flatness allows him to slip under doors like a piece of mail. He can even fly like a kite! This story series has been around for more than fifty years. The authors six original stories have inspired a catalogue of stories by other authors. There is also the Flat Stanley Project which brings together an awful lot of people around the world. Jackie Chan approves of it.

“Never trust anyone who has not brought a book with them.” – Lemony Snicket

Anything from the collections of Dr Seuss, A.A. Milne (Winnie the Pooh), Astrid Lindgren (Pippi Longstocking) and Roald Dahl should capture attention at this age. René Goscinny and Albert Uderzo‘s Asterix the Gaul series can open up new frames as to how a story can appear. I would recommend this following group too. The Nothing to See Here Hotel (Steven Butler); The Bee is not Afraid of Me (Fran Long & Isabel Galleymore); King Kong (Anthony Browne); Dilly the Dinosaur (Tony Bradman); The Diary of a Cat Killer (Anne Fine); Mrs Cockle’s Cat (Philippa Pearce); The Owl Who Was Afraid of the Dark (Jill Tomlinson); Where The Wild Things Are (Maurice Sendak); Mr Majeika (Humphrey Carpenter); How to Train Your Dragon (Cressida Cowell); The Sheep-Pig (Dick King Smith’s book was made into the movie Babe); Charlotte’s Web (E.B. White); The Iron Man (Ted Hughes) Cliffhanger (Jaqueline Wilson); Peter in Peril (Helen Bate); Coming to England (Floella Benjamin) and other great books for PYP3, PYP4 and PYP5.

Not quite a good artist’s impression. Just another concept at this stage.

“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” – Dr. Seuss

MYP 1/2 / grades 6-7 / UK years 5-6 (9-11 years)

“The reading of all good books is like conversation with the finest (people) of the past centuries.” – Descartes

After developing imagination and experiencing adventure, books tend to favour realistic fiction and serious topics for older students. At this age, books open doors into many new worlds and offer insights into many other cultures. Encyclopedia-style texts lure in the curious and student inquirers. Hard-hitting and dark stories sit between classics and familiar friends of the literature world. Look up: The Boy At the Back of The Class (Onjali Rauf); Illegal (Eoin Colfer – think Artemis Fowl); Abomination (Robert Swindells); The Hobbit (J.R.R. Tolkien); What Katy Did (Susan Coolidge); The Chronicles of Narnia (C.S. Lewis); The Borrowers (Mary Norton); Silverfin (Charlie Higson’s young James Bond series) and so on.

“So please, oh please, we beg, we pray, go throw your TV set away, and in its place, you can install a lovely bookshelf on the wall.” – Roald Dahl

Yet another idea. It isn’t official.

MYP 3/4 / grades 8-9 / UK years 7-8 (11-13 years)

“I find television very educating. Every time somebody turns on the set, I go into the other room and read a book.” – Groucho Marx

Recently the language and literature class tackled Bridge to Terabithia by China-born Katherine Paterson. This novel became a Disney-adaptation. Few students favoured the movie over the book. Books have often been adapted for the silver screen, the television or the stage. A great checklist to read and then watch can include the following: Madame Doubtfire (Anne Fine); The Outsiders (S.E. Hinton); The Curious Incident of the Dog in the Night-time (Mark Haddon); The Day of the Triffids (John Wyndham); The Hound of the Baskervilles (Arthur Conan Doyle’s Sherlock Holmes); The Plague Dogs (Richard Adams); The Woman in Black (Susan Hill); Watership Down (Richard Adams); and The Giver (Lois Lowry).

“Reading is essential for those who seek to rise above the ordinary.” – Jim Rohn

MYP 5/DP / grades 10+ / UK years 9+ (13+ years)

“A reader lives a thousand lives before he dies . . . The man who never reads lives only one.” – George R.R. Martin

At this age level, the vocabulary is expanding with new words dropping down like rain. Students are better armed to scaffold and learn these familiar unfamiliar phrases and terms. Using their decoding techniques they can swiftly move through lengthy text. The classic The Time Machine by H.G. Wells, Khaled Hosseini’s The Kite Runner and Maus by Art Spiegelman are fine examples of texts that would sit well on a student’s bookshelf. Students who watch movies such as Dune and Jurassic Park, should at this point, now be lifting the text that inspired these movies. The respected authors Frank Herbert and Michael Crichton have sizable and diverse reading catalogues suitable for those who claim to be knowledgeable. Writers and readers alike should explore diverse texts, such as: This Book is Cruelty Free (Linda Newbery); Atonement (Ian McEwan); Long Walk to Freedom (Nelson Mandela); Touching My Father’s Soul (Jamling Tenzing Norgay). I would also thoroughly recommend Paddy Clarke Ha, Ha, Ha by Roddy Doyle and William Golding’s Lord of The Flies because by now a rounded reader is a communicator of text. Just ask the students of language and literature at TWIS. Further reading suggestions can be found here and there.

“You can never get a cup of tea large enough or a book long enough to suit me.” – C.S. Lewis

The last idea? Not at all. However, it is crude and simple.

Tired of heavy paper books? Do your children favour electronic devices? Try a popular e-reader like Kindle or Kobo. They may be devices that are limited, but that’s the beauty of it. Why worry about bad eyesight or distractions? There are stacks of available titles, some free and many can be read from .PDF documents. Many are portable. The anti-glare screens and lack of blue light make most devices unobtrusive to eyesight. Some even have onboard dictionary features.

Consult your librarian or find a suitable booklist, then check off or list how many books you have read! Be principled!

Many of us are traditional and favour paper because of the smells and textures, as well as the tangible aspect. We like to touch things. Make sure the next thing your son or daughter touches is one that reaches back and captures their heart. On top of that, books exercise brains, and to quote Roald Dahl, “If you are going to get anywhere in life you have to read a lot of books.” There you have it. Read it. Read it all. Read everything! I read everything. I read every little thing. That’s not true. I wish I did. I’m still working on it.

Thank you kindly for your time and reading.

Mr John

Pavarotti and Weetabix

acton281 Comment

Previously on TESMC (Teaching ESL students in mainstream classrooms): Factors impacting on ESL students…

In conclusion, language is a tool, a mode of context and something that gives a valid outcome of learning. Success will depend upon fluence of the language. By success, I mean success in learning. In an ESL setting the fluency of English shouldn’t outshine or exceed that of the mother tongue. Students in an ESL environment, as a necessity, must develop and advance the native tongue’s skills, which will allow a faithful and genuine proficiency in English. The language environment with adequate support facility are vital. Attitudes, family ability and support alongside realistic expectations are just a few or many factors that influence language learning.

Language demands or language choices? Name, praise and the words we, our, and us. Connect as a team, and support will follow. A reduction of hesitation will allow confidence. The teachers and classmates need to avoid laughing at each other to promote a stable and safe space to allow expression and exploration of a second language. There will be a need to use their own native tongues to support one another.

Do students feel the pressure of their future on their shoulders? University, a life overseas and so on may follow…

Student-student interactions are different to teacher-student interactions in terms of language demands. Varied support is available. Language accompanies actions. Teachers can prompt, even just through one word. Encouragement follows. Small questions that act to prompt students to question and define facts. Students can direct a sequence, through shirt-sharp input. Collaboration can assist students to create a report, through gentle guidance. Abstract reports need definitions and information to educate and to report clearly to the reader.

Realia and materials allow negotiation of language without full technical statement. It and this are valuable words too. Students can support each other.

Process of routines can allow students to try to work alone. They can guess first, then do. Students can be observed before the teacher pushes them to use a little harder sentence structure. Simple experiments. Smaller groups make a comfort zone and task ownership. Once a teacher joins, they can expand the technical language and methodology. Strong guidance replaces exploration without prevention of free-thinking.

Last week, Supreme Training Leader Ben set us the task of gaining a profile of a specific student. To protect the student’s identity, I chose one, and for the purpose of writing, I’m going to call him Jay-Z.

Jay Z likes the colour yellow. He is about 10 years old. He likes football and basketball. He prefers football. He has an older sister and she attends a school nearby to our school. He shares a classroom with 9 other students. He joins his Dad running. He likes board games but doesn’t like to pay attention for too long. He is happiest studying maths but prefers online maths games to written work. At times he can demonstrate good leadership and organization skills. He likes to eat meat from the bone. He doesn’t like girls. 

Now, let’s imagine that famous Star Wars theme music in our heads:

Not so long ago in a galaxy where Earth resides, and I’m sat in a room admiring the sunset reflecting off Donghua Songshan Lake Hospital’s windows. The day has been long, and noisy. The room we’re in smells of pulled pork and pizza. There isn’t a beer in sight. EIP Supreme Training Leader Ben Greuter is overseeing a cohort of TESMC course learners and module 2 is on the approach…

(Did you picture it scrolling?)

In this module we introduced the theories of language, learning and teaching that underpin the course. It’s essential. A backbone. We develop our understanding of the relationship between text and context and the implications for our classroom. Interactions give us expectations, whether written or spoken. We can’t react to a piece of meaningful language if it misses key points or lacks weight of content. Text and context are often related, and gibberish is just that. With proper text set in the right context, we can predict how to respond.

A text message (SMS), and e-mail between friends, a letter or communication between a medical expert or letters between schools and parents all have different contextual usage and language content. Nuanced functional models of language are much like cultural changes. Those tones can be regional, national, or global. Likewise they can be like friends with shorter interactions or deeper in content. American, British and Chinese cultures influence the output language whereby an American kid, a Chinese child or a British brat is placed within. “Hey man, wassup?”, may be appropriate for the playground at an International School, but would it be heard in that same school’s principal’s office? By the principal? To their students? The student who always chooses trouble over calm? You know the student, the one with real energy? That student who makes teachers leave for foreign trade jobs? Language is influenced heavily by the context of the situation, which is in turn impelled by the context of language. Think specifically about the genre of a situation.

Genre – what’s occurring? E.g. Doctor-patient consultation. Genre is kind of like a topic.

The field is e.g. a doctor and his/her patient establish the problem. It is also a place to allow cattle some much needed energy-producing food consumption. Fields are good places to have music festivals, one such musician belted a song out in a Milan field in 1990 that many may recall. The London Philharmonic Orchestra conducted by Zubin Mehta had triggered a call for that one song.

A tenor gives the commanding role. The tenor and the relationship to the e.g. The doctor is producing a dialogue and leading the conversation. Luciano Pavarotti Cavaliere di Gran Croce OMRI was one of three tenors that always had something to voice. My Nana loved those three blokes singing their opera pieces. Nessun dorma, alone is a soft classic, made globally famous by football at FIFA Italia 1990’s World Cup. That aria from Turandot, and the voice of James Brown alongside James Brown, for It’s A Man’s Man’s Man’s World are such wonderful songs. They use the medium of songs, which is what needs discussing next…

Mode: how does the text and context take place? This is the channel of the language. E.g. face-to-face, using spoken language not usually found in written text. It’s a good example of contextualized language. In mathematics, the mode is the value that appears most often in a set of data values. Mode can also mean a way of living, operating or behaving.

Register time…

Is the field/subject matter everyday and concrete or technical and abstract? Students can feel uncertain or out of place, just like some foreign workers do overseas, or office workers do when they’re sent to run a warehouse. The rules of the playground at home, or school can be two different beasts. Socio-cultural practices differ. As do rules. Home is where the heart is. School is where the art is. Schools help students find comfort or ability to move from everyday fields on the field continuum to highly technical fields via specialized fields in the middle. New technical vocabulary, new challenges and a continued need to develop the everyday language makes the task all the more daunting for those learning a second language. Links and examples galore will be conveyed or pointed towards. Finer meanings will be challenging.

Is the tenor informal, personal or novice? Are they formal, impersonal or informed? That tenor continuum is important too. Flitting between informal and formal language, or other situations that require a slightly increased formal spoken ability could be as common as wearing a football shirt, business suit or the casual dress in between. Without the tenor continuum or field continuum the mode continuum would be useless. The ability to use most spoken-like dialogue, needs an air of spontaneity and to remain concrete and shared. Or, it could be written, as a reflection, shared or not, or better still presented well, concise and clear and edited or organized in an engaging way. Between these two polar regions sits language as a means of reporting (think BBC News) or recounting (The World At War), or gossip down The Sidings pub in Levenshulme, Manchester (post-lockdown).

Is the mode mostly spoken, “here and now”, with language accompanying action or mostly written, generalized or the language constitutes the text? Students need to know that they can flip between a good register continuum. A student who can write or talk as a professor might be needed for one task, but a functioning student needs to flip in and out of popular, social and other scenarios as and when. Talking like a Shakespearean actor is all well and good but will it be appropriate at a DMX concert? Many scientists engage in workshops and debates, but after these professional meetings, they may enjoy a game of chess, golf or a beer down Ziggy’s in Chang’an, where a good Reuben sandwich may be the topic of discussion, more than blooming COVID-19…

The classroom environment will have the inevitable spoken stage at which a challenge is given to students. It could be homework or guided classroom written work. It could be almost anything. They will need preparation for that written work task. The students need warming up and encouraging. Student engagement is everything. Engage. Inform. Educate. Make the students want to talk about something or ask questions. From my experience, correcting students too early will only switch them off from the task. Ensuring that students engage is not easy. It’s a challenge for sure but early stage conversation can be key to generating interest.

The mode continuum is a tool. This tool allows students numerous ways to break down and build both spoken and written forms of English. It helps students and adults alike to prepare writing and thoughts in a crisp clear way. It gives precision to a situation. The school life offers ample opportunity to play with, experiment and develop the mode continuum. It should allow students confidence and comfort in talking about what they’re learning and give opportunities, to learn that quite often some things can be written in different ways to how they are spoken. It can help to standardize the various ways and means of speaking and writing English as a language too. With or without this tool, students have the support or not, to take risks with language. This allows time to reflect on what was said as being accurate or inaccurate for a certain context. Can it be improved upon?

“You can’t write it if you’ve never said it. You can’t say it if you’ve never heard it.” – Pie Corbett, Poet, storyteller and educational consultant.

Literacy is for life. It’s not just a test! This skillset is important. How well a person conducts themselves in conversations or writing can open or close doors, according to their ability. A fully articulate person at a job interview will have benefits, but without their written skills of a suitable level, they may find some careers beyond them. Talk For Writing, modelled by Pie Corbett & co., highlights the need to build oral literacy before pushing for excellent writing. At the end of the day, a good teacher brings words alive. Teachers have the power to guide language learners in ways others may not. With great power, comes great responsibility. So, if a student lacks that essential scaffolding, perhaps they weren’t exposed to beautiful elegant flowing constructed phrases or well-thought arguments. How many great teachers stick in your mind from your school days? What made them stay there? Mr Jones, Mr Meheran, Mr Mack, Miss Hodges, Miss Rowe, and so on all remain influential to my reading passion, and the biggest teacher of them all: my mum.

“Give me the place to stand, and I shall move the Earth.” – Archimedes of Syracuse (c. 287 BC – c. 212 BC), Greek mathematician, philosopher, scientist and engineer.

Is there a link in the class between proficient readers and superb writers? If one reads a large quantity of books, expect a larger quantity of output in their writing. Give a child Lego blocks, and they’ll build. Give a child Lego blocks, some demonstrations, some blueprints, some instructions and some examples and then take them away, and they’ll build something better. Just as an architect needs to be able to draw or use computer design technology, so do writers need to be readers.

Language and its context will always have a relationship. The two broad concepts of culture enveloping that of the situation register were well illustrated by Halliday and Martin, in their 1993 hit number: model of language. Language exists within a situation, which in turn exists within culture. From that, the genre, is usually a pattern or predictable way that language can be put to use for the purpose of something social. Have you had your Weetabix? It could be an advertisement, an information broadcast or a conversation about cheese. Lancashire cheese, crumbly, hands-down, every time, always the winner. Melted. Of course, some cultures and contexts may need to be learned cariad. And, as sorted as it is, that doesn’t just mean country or ethnicity, oh no! Not so buzzing, right? We’re talking ginnels and proper local dialects, regionalization and popular trends, religious stuff, organisations, schools, professional bodies, schools, families groups, clubs and fragments of society integral to making a diverse way of life into a patchwork quilt of living, breathing, amazing beauty. And Manchester Utd fans.

The more words we hear, the more we can use. As a second language learner, kids need more chance to see and hear new and unfamiliar vocabulary. Maybe they’ll like the sound or the way the word looks. Maybe they’ll hear a new word and it won’t be new next time. It could be the word that leads to a curious question. Word up! Being word poor can hold students back. With the power of words, students can be culturally enriched and have access to beautiful books, watch movies at cinemas with subtitles from many countries and feel confident talking to anyone. As someone in education, it is my responsibility to look to close these gaps. That chasm between word rich can be closed or bridged. By mastering standard English, students will both speak and write better.

Giving value, the Halliday and Martin model, helps us as educators to discuss the connection between language and context. It tells us there are patterns, and to our students, these are valid and predictable, to allow our students to choose contexts for each given situation.  

Language and learning and the role of scaffolding is all about producing texts for given contexts; finding the context in the text; a functional model of language (in terms of genre, field, tenor, and mode); plotting texts along the register continuum; patterns of the ESL development; implications for programming, teaching and assessment; teaching and the learning cycle; and all, in relation to the scaffolding of language. We as teachers can explore how we can make meaning-making systems, the benefits of visuals and music, so as to focus on the literacy demands that are intrinsic to curriculum statements. The battle for second language teaching goes on… but it can wait for me to tuck into a bowl of Weetabix. Cheers Taobao!

Tally ho and away I go.

Here are some cats:

The Man on Brazennoze Street

acton28Leave a comment

How do! / 你好 (nĭ hăo) / Namaste / Welcome!

wx_camera_1533834650410

There’s a global pandemic on. The coronavirus and its related disease COVID-19 has ravaged the planet, taking at least 411,277 (from 7,238,611 infected) lives. Racism is being warred against too. As protestors and police get close and personal, belief and freedom are risks. Standing up against police violence, draws people into a dilemma. End or delay the battle against racism? Contribute to the spread of a potentially fatal disease? If you choose to overwhelm the NHS (National Health service). The virus doesn’t care one iota about your race. You’re ostensibly more likely to die if you are black, Asian or Middle-Eastern, so is it safe to protest? What are your thoughts? For something that disproportionately affects minority communities, that are now coming together in protest, well this could be a huge disaster. Beliefs versus risks. In my mind, I’d want to support the protests, but I’d want to support and protect the NHS too…

“We may have all come on different ships, but we’re in the same boat now.” – Martin Luther King Jr.

I used to eat at Shirley’s Café or Gregg’s bakery and get a breakfast barmcake with a coffee, when I worked on the corner of Brazennoze Street. Here I could walk down the road and see something odd. Manchester has a statue living down the road from Albert Square. High upon a granite plinth the distinct shape of Abraham Lincoln can be seen standing. That’s right. Abraham Lincoln (February 12, 1809 – April 15, 1865), 16th President of the U.S. of America. He’s been stood on Brazennoze Street since around 1986 eyeing passers-by but casting no judgement. The street runs between Albert Square and Deansgate gaining large footfall around office hours.

“You cannot escape the responsibility of tomorrow by evading it today.” – Abraham Lincoln

The square opening on Brazennoze Street is known as Lincoln Square. Few know this. There aren’t many signs and up until a recent renovation nearby, the square has largely been overlooked in favour of the more marketable St. Anne’s Square, Albert Square and the Corn Exchange frontage. The pedestrianised pathway uses red bricks so common within northwest England, and on a damp rainy Mancunian day, it isn’t a place to go looking for escape. A few saplings and trees can be seen nearby but it doesn’t feel very green or warm. Manchester, like many port cities (we have a Ship Canal don’t you know!), has links to slavery. Any city with an insurance company or a bank does. Sorry Liverpool.

hdr

Our Lincoln, the our kid of that America, used to be stood down Platt Fields Park. The son of William Howard Taft (27th President of the U.S.A.) made it. Charles Phelps Taft’s statue was one of two gifted to England – not Manchester, as a symbol of Anglo-American togetherness. One replica ended up in London, as the capital city. The original was left in Cincinnati, Ohio where Taft Junior was mayor.

The other replica was kind of posted to Liverpool but Manchester Art Gallery put in a sneaky bis in 1918, kind of a precursor to eBay outbidding and snatched it from Scouse hands [see also Demba Ba and Steven Gerrard]. London, then went one better and brought a much larger replica of a different Lincoln statue, in what can only be seen as a pissing competition. London urinated higher. By 1919, Manchester’s Lincoln statue was added to Platt Fields. By 1986, Manchester wanted to give more prominence to Lincoln and the cause. It was moved to Lincoln Square and placed on a new plinth. Beneath it a plague reads, “The support that the working people of Manchester gave in their fight for the abolition of slavery during the American Civil War…….By supporting the union under President Lincoln at a time when there was an economic blockade of the southern states the Lancashire cotton workers were denied access to raw cotton which caused considerable unemployment throughout the cotton industry.”

P70620-120424

“Slavery is founded in the selfishness of man’s nature – opposition to it is his love of justice. These principles are an eternal antagonism; and when brought into collision so fiercely, as slavery extension brings them, shocks and throes and convulsions must ceaselessly follow.” – Abraham Lincoln

Manchester’s liberal values and Lincoln’s cause became as one. Britain was an ally. Reportedly even the Confederate Flag flew on some Lancashire mills during the American Civil War. Decades of air pollution and legendary Mancunian weather had left it neat impossible to read the words on the statue of Lincoln’s plaque. His Royal African Company displaced around 80,000 people (men, women and children) to America. Manchester’s statue of Lincoln is seen as a key point for the opposition to slavery. Known often as the ‘Great Emancipator’, Lincoln was part of society’s push towards progression and racial justice. Some argue he was a racist, some don’t. But, what can’t be chalked away from history are the facts. Lincoln made a difference, in far more difficult times for many, especially Africans and African-Americans. What should be taken from Lincoln’s appearance in Manchester, is that Lincoln, like many of his peers was complex character and times, which may explain why he apparently wanted to re-colonize the former-slaves, or send them back to Africa…

“Those who deny freedom to others deserve it not for themselves; and under the rule of a just God, cannot long retain it.” – Abraham Lincoln

The Abolition of the Slave Trade Act came in 1807. Almost 213 years later a statue was torn down, toppled and sank in Bristol. The name Colston has long been known. Edward Colston was a 17th Century slave trader. A bastard and a blight on British history, part of the very tapestry that had built an Empire. Around 10,000 people paraded the wreckage before the statue was scuttled in the harbour. Around this time Sir Winston Churchill’s statue is London was sprayed with additional text, ‘was a racist’. Scottish streets were renamed after police brutality victims. Oxford University is a target due to its links to Cecil Rhodes (think white supremacy, colonialism and racism).

Whilst Abraham Lincoln was unsure about what to do with slaves after the end of slavery, now society finds itself at a road where one terrible death has triggered a wave of protest. There is no room in society for racism. Many of yesterday’s heroes or founders of today’s world are not good. Just as many companies has profited from the Nazi persecution of Jewish and other ethnic backgrounds, we have to embrace the atrocities and learn.

“Character is like a tree and reputation like a shadow. The shadow is what we think of it; the tree is the real thing.” – Abraham Lincoln

JAB Holdings (Reimann family) that own Krispy Kreme, Panera Bread and Pret a Manger etc have admitted to profiting under the Nazi regime. French cosmetics company L’Oréal have been tied to illegal property seizures. Barclays Bank (established 1690) has already compensated Jewish members who had their assets seized in France. If you have heard of Siemens, Bayer, Nestle, Coca-Cola, Allianz (Bayern Munich’s ground which is weird for a club once taunted as a so-called “Jews’ club” by Hitler’s twonks), Audi, BMW, IBM, Hugo Boss, Mercedes-Benz, and Volkswagen well you may have heard that they are some of the corporations that made some money from forced Jewish labour. These historic crimes were after black slavery (to and in America), yet seem to have been discussed more openly. History cannot afford to hide indifference.

“If there is anything that a man can do well, I say let him do it. Give him a chance.” – Abraham Lincoln

We’re in the 21st century yet a few idiots want to keep us in the past and destroy world relations. The less said about ‘Miss Hitler’ and Trump the better. We can reshape history and move artefacts that our forefathers and mothers saw fit to decorate cities and towns. We don’t have to be proud of all of our heritage. We don’t need to hide it all. We shouldn’t be hiding any of it. I was born a European and next year, I’ll just be British. I’m human and I am Mancunian – and for me being Mancunian is all about embracing people no matter where they come from, what they believe or who they support (even if it is United).

“Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.” – Martin Luther King Jr.

爱与和平 and love

DSCF0065

Superman vs. Peter Pan

acton28Leave a comment

How do! / 你好 (nĭ hăo) / Namaste / Welcome!

“In the decade of the 1930s, even the great city of Metropolis was not spared the ravages of the worldwide depression. In the times of fear and confusion the job of informing the public was the responsibility of the Daily Planet. A great metropolitan newspaper, whose reputation for clarity and truth had become a symbol of hope for the city of Metropolis.” – Narration, by a boy, Superman: The Movie

Superman: The Movie made many of us believe a man could fly. Christopher Reeve’s warm portrayal of the extra-terrestrial sent to Earth was to many the greatest superhero of our generation. Well, all until Michael Keaton stepped in as the Dark Knight in Batman. Fast forwards to the 2000s and it seems that Marvel have serialised their comic arsenal to release a new character on a weekly basis. Even the latest Bad Boys (For Life) movie seemed to be swimming in CGI reminiscent of Marvel’s reign of fire.

“Dream, Believe, Dare, Do.” – Walter Elias Disney’s motto.

But, for those born in the late 70s and early 80s there will be a few of us that were treated to Christopher Reeve’s black lock of hair, a very-much clean-cut James Bond-type character. Director Richard Donner and Superman: The Movie squeezed over 300 million US dollars from the box offices, for a movie that cost but a sixth of that. 143 minutes of fantasy and fiction leapt out of the screen much like the scrolling title words and stars’ names. Filmed between the U.K., Panama, Switzerland and U.S.A., this movie was epic. The dark contrast of life being released from a dying planet, and evil being cast to the Phantom Zone, stemmed a story arc which leapt faster than a speeding bullet featuring comic and soft scenes amongst the pile-driving action. It was like watching a wrestling superstar cuddle a kitten.

“Some people can read War and Peace and come away thinking it’s a simple adventure story. Others can read the ingredients on a chewing gum wrapper and unlock the secrets of the universe.” – Lex Luthor; Superman: The Movie

Superman: The Movie claimed a few awards for best visual effects, a BAFTA (Most Promising Newcomer to Leading Film Roles; and Outstanding British Contribution to Cinema Award) and numerous nominations. John Williams and the London Symphony Orchestra’s score is dramatic and distinct. Mario Puzo’s story shuffles between serious issues and wastes little of the cast. Margot Kidder, Glenn Ford, Gene Hackman and Ned Beatty were big names. Terence Stamp would haunt many kids dreams for years to come. Marlon Brando was a global megastar and such was his feeling, he would never reappear in a Superman movie, as he was too buys suing for extra shares of the profits.

“Good form, Mr. Smee? Blast good form! Did Pan show good form when he did this to me?” – Peter Pan, Disney movie, 1953.

Mild mannered reporter Clark Kent starts life in The Daily Planet, before later appearing in cape and pants over his leggings. Many scenes were filmed at the world-famous Pinewood Studios. The Fortress of Solitude was on 007’s stage. British stunt double Vic Armstrong was there for Christopher Reeve for the first two movies.

“..children know such a lot now, they soon don’t believe in fairies, and every time a child says, ‘I don’t believe in fairies,’ there is a fairy somewhere that falls down dead.” – Peter Pan, by J.M. Barrie

undefined

Jerry Siegel and Joe Shuster created Superman. Richard Donner presented a snapshot of 1950s America, subtle humour in modern day Metropolis and the icy cold sci-fi realm of Krypton. The journey was created perfectly for the movies – and although the 2013 movie Man of Steel tried to start again. Jerome Siegel, just like Kal-El (Clark Joseph Kent and  Superman) used pseudonyms (Joe Carter and Jerry Ess) and was born to Jewish immigrants. This wonderful writer dreamed up Superman and with Canadian comic book artist Joseph Shuster by June 1938 Superman ascended into Action Comics #1. Until the 1980s the man of steel dominated the superhero genre of U.S. comic books.

“Stars are beautiful, but they may not take part in anything, they must just look on forever.” – Peter Pan, by J.M. Barrie

Superman drew on many influences. Sci-fi gave some great pointers. Fritz Lang’s 1927 move Metropolis birthed a city within Superman’s eventual realm. Douglas Fairbanks as Zorro influenced the look, although arguably, that caped crusader was closer to the caped crusader, Batman. The geeky barbershop-look of slapstick comedian Harold Lloyd and his mild-mannered persona gave us Clark Kent. Siegel and Shuster’s trawling of pulp fiction, comics and popular media expanded in so many details. Perhaps Peter Pan, as a character from so many stage performances had some influence in there. After all J.M. Barrie’s wonderfully complex character had kids leaping from seats and beds following earlier performances. Much like Superman: The Movie, Peter Pan made many believe that they could fly.

Lois: “Clark…says you’re just a figment of somebody’s imagination, like Peter Pan.” / Superman: “Clark?…Who’s that, your boyfriend?” / Lois: “Clark!? Oh, Clark. No, he’s nothing, he’s just, uh…” / Superman: “Peter Pan, huh? Peter Pan flew with children, Lois. In a fairy-tale.” Scene as Christopher Reeves plays Superman before he’s about to take Lois flying around the city of Metropolis. Superman: The Movie

Peter Pan is complex and rightfully so. The ninth of ten children, Sir James Matthew Barrie, 1st Baronet, had already lost two siblings before birth. This short-statured man from Kirriemuir in Angus, when aged 6, lost his older brother David the day before David would have turned 14 years old. With his mother’s favourite forever-absent, J.M. often imitated and tried to fill David’s place. By the age of eight, his eldest siblings were his teachers at the coeducational Glasgow Academy and six years or so later at Dumfries Academy. Somehow he managed to kick back against his conservative Calvinist Victorian family and crack in with his dream of writing. The University of Edinburgh beckoned, and he graduated with an M.A. in literature during April 1882. After some journalism, unpopular fiction and hard graft he turned his eyes to playwriting. By 1894 he was married and with a Saint Bernard puppy, and had worked with Sherlock Holmes’s creator Arthur Conan Doyle.

“Ostensibly a holiday entertainment for children but really a play for grown-up people” – Irish playwright George Bernard Shaw

The premiere date of 27 December 1904 of Peter Pan, or The Boy Who Wouldn’t Grow Up arrived. Neverland was with us all – and a stark contrast to late Victorian and early Edwardian times. The Peter Pan models were extended and adapted throughout the years and the novel Peter and Wendy was inevitably released in 1911, with illustrations by F. D. Bedford. The two previous novels The Little White Bird and Peter Pan in Kensington Gardens are two equally delightful run outs for the boy who wouldn’t age or grow up. There is another outing in When Wendy Grew Up – An Afterthought. After that, popular culture claimed Pan for a silent movie in 1924, before Disney came knocking in 1953. The thrills of mermaids, fairies, Native Americans and pirates gained global viewers. J.M. Barrie himself commissioned sculptor Sir George James Frampton (he did the lions outside of the British Museum and Dr Barnardo’s Memorial) in 1912. The May Day surprise was a gift to the children of London.

“The moment you doubt whether you can fly, you cease for ever to be able to do it.” – Peter Pan, by J.M. Barrie

Some years ago, I was lucky enough to wander through a dusk-lit Kensington Gardens and see the statue of Peter Pan. Six identical moulds were taken and can be found from Liverpool (U.K.), Canada’s Ontario to Camden, and New Jersey. St. John’s, Newfoundland, Brussels (Belgium) and Perth (Australia) complete the list of original replicas. There are multiple statues of various designs globally also. Great Ormond Street Hospital has its own interpretation and rightfully so. Ever since 1929, all the rights and copyrights were given to Great Ormond Street Hospital. The boy who would be a child forever could inspire and keep those in need, some company.

“When the first baby laughed for the first time, its laugh broke into a thousand pieces, and they all went skipping about, and that was the beginning of fairies.” – Peter Pan, by J.M. Barrie

J.M. Barrie died in Manchester, well Manchester Street, Marylebone, that London on the 19th of June 1937. This was a man who had had Jerome K. Jerome as a friend; had divorced in 1909 and the hugely influential Llewelyn Davies family. George, John, Peter, Michael and Nicholas. Perhaps J.M. Barrie wanted to be a child forever. Perhaps Peter Pan was pretending to want to be forever young or showing off to his beautiful Wendy. Wendy was mature enough to surely see his insecurities. She displays great compassions as Peter Pan struts around his gaff, Neverland and does almost anything he wants. The land of adventures are at his command. The Darling family take his attention a little, but it does feel that Peter Pan would soon grow distracted of them and return to Neverland to do whatever he feels. Peter Pan is the antihero, to the hero of Superman. The two are alike, yet so far apart. Superman is a simple and clear character, with little conflict within. Peter Pan is like me, selfish and confused, and searching for a never-ending youth to hide from everyday burdens like responsibility and grown-up stuff.

“To die would be an awfully big adventure.” – Peter Pan, by J.M. Barrie

Today, in China, it was Children’s Day and we watched the Disney retelling of Peter Pan, complete with lost boys, manipulation and an upset Captain Hook because Peter Pan had cut off his hand and fed it to a crocodile with a timepiece. Eton College-educated Captain Hook seems devoted to bringing Peter Pan down. The Neverland story goes on and on and on, with endless retellings and reinterpretations or works based on Peter Pan and company. The right to collect royalties in eternity under precise and explicit provisos in the Copyright, Designs and Patents Act 1988 mean that Peter Pan is the gift that keeps giving to Great Ormond Street Hospital. Superman, however, is the $5.48 billion cash card of DC Comics and Warner Bros.

“Never say goodbye because goodbye means going away and going away means forgetting.” – Peter Pan, by J.M. Barrie