Pavarotti and Weetabix

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

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

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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.

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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.”

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“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

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Superman vs. Peter Pan

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

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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