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From: " +Grant. " <+Grant@grant.grant>
Newsgroups: alt.fan.prettyboy
Subject: Re: +*+*+*+ The Adventures of Stevie #29 "Start of Year 2 at Special School" +*+*+*+
Date: 17 Aug 2010 22:43:01 -0500
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Message-ID: <Grant-me-that-1708102@Grant.Grant>
References: <Grant-me-that-1608101@Grant.Grant> <170820100148530373%Mover@Watch-Me.com>
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In article <170820100148530373%Mover@Watch-Me.com>, Mover
<Mover@Watch-Me.com> wrote:
> In article <Grant-me-that-1608101@Grant.Grant>, +Grant.
> <+Grant@grant.grant> wrote:
>
> > The Adventures of Stevie #29
> >
> > These stories were told to me by friends and other people. Some of them
> > are true. Some of them are only partly true. Some of them should have
> > been true. LOL
> >
> > My first post about Stevie ("Call me Stephen!") was when he was 12 and
> > in summer camp and was told by another camper. This was from a time
> > before computers would fit on a desk and when people communicated with
> > friends in other countries by actual letters sent through the postal
> > service. When children did this those friends were called "penpals".
> > Carlos is Stevie's penpal in Argentina and knows English. This is a
> > fictional contrivance to enable Stevie to tell us his stories because
> > he isn't here in person. I think.
> > All characters are fictitious, even if some of them might have names
> > that belong to some actual people, or act like people we know.
> > Stevie's school is for gifted children who don't fit in regular schools.
> > The stories may not be posted in chronological order.
> > Stevie is 11 in this story, and it happens at the start of year 2 of
> > special school.
> >
> >
> > The Adventures of Stevie #29 "Start of Year 2 at Special School"
> >
> >
> > Dear Carlos,
> >
> >
> > School started. That's why I went to it. Ha ha. There are some
> > changes. Kit is teaching here part time. There are two new students.
> > One of them is CHAD!!! I didn't know he was going to be there. Neither
> > did he. I was there first. When he came in I didn't turn around to look
> > because I heard his walk, so I knew it was him. I was very surprised,
> > but didn't want to be the first to scream this time. What I did at camp
> > taught me that. He saw me and screamed my name and ran over to smother
> > me in hugs. I had a big smile while I was trying to breathe. When he
> > finally let go I stood up and said, "Hello, nice to meet you." He
> > looked confused. I laughed at his look and then he laughed too.
> >
> > The other new student I don't know if she should be called that. She
> > is 16 or 17, and her name is Victoria. I can ask her more about herself
> > but it won't work. She doesn't talk. She doesn't move much, either.
> > When she does it's very slow. Even her eyes blink slow, like maybe once
> > every two minutes, and they don't look at anything. I don't know if she
> > hears anything. She acts like she doesn't. If you want her to do
> > something, you have to touch her and move her to do it like a puppet
> > with no strings. People have to feed her like a baby, or she won't eat.
> > She only does one thing by herself, if she has help, and that is with a
> > pen and paper. You put paper in front of her, and a pen in her hand,
> > and she writes or draws. What happens with that is amazing! I think
> > that's why she is here. She must be real smart somewhere inside her, to
> > write and draw what she does.
> >
> > Victoria writes stories. Beautiful fairy stories, about castles and
> > princesses, and things like that. She draws them too, the best I ever
> > saw with a pen. Her writing looks beautiful too, with perfectly
> > straight lines. I don't know how she can do all that without ever
> > looking at the paper. Sometimes she draws real places she has never
> > been to or seen before, and so real it's like she is a camera.
> > Sometimes she draws people she never saw before, and before they come
> > to our school. I know this very well, because she just finished drawing
> > ME when I went into the room she was in and saw her the first time.
> > That is weird!
> >
> > Victoria is weird in a different way too. Sometimes she sparkles. I
> > asked the other kids if they saw anything strange about her, and they
> > said they didn't. It can't be just me who is weird because the other
> > kids don't sparkle. One more thing about that. She doesn't sparkle in a
> > mirror. She looks regular then. Something else happened which is more
> > weird when I touched her hand. It was like it bit me. Like some kind if
> > static electric spark, but not exactly, because it made me tingle all
> > over for a second. After that happened I saw more sparkles around her
> > head, and she moved a little by herself. I don't know what that means,
> > but I'm going to try to find out. I like her drawing of Chad.
> >
> > I don't know what I want to do about Chad, but I have to do
> > something. I have been put in charge of getting him used to our school.
> > I'm very glad he is so smart and special he can be here, but I don't
> > know how his feelings for me will work when we see each other every
> > day, in front of very smart people we can't hide anything from. There
> > are 2 more things about him I have to think about. Sensei made me
> > Chad's fighting teacher. He said I had to teach somebody to learn more
> > about fighting, and Chad and I were the same size so that made it
> > easier for us to practice together. I never taught anybody something
> > serious like fighting. I don't know if I can do it well and not hurt
> > him. I really really really want to do a good job for him, but I don't
> > know if I can.
> >
> > The other thing which changed when Chad came to our school which
> > effects me, is I am not the youngest smallest and cutest kid in the
> > school anymore. That could be good and bad for me. He will get more
> > attention and hugs, and I will get more time for myself and studies. I
> > mean I would, if I didn't have to help Chad. You see what I mean? I'm
> > still a little confused and worried about the change this year, but
> > when I look at Chad, all I think about is how nice he is and how can I
> > help him. I think that might be how some of the other kids thought
> > about me. It's strange to be the one who thinks that now about somebody
> > else. I don't know if I like it.
> >
> > Except for all that, everything is normal, if anything is really
> > normal here. That's it! "Normal" is for other people. I get to have
> > "interesting".
> >
> >
> > Your friend,
> >
> > Stephen
>
> This one has a lot in it I like. One thing in particular, is his true
> confessions, just like a child who isn't holding anything back.
> Another, is how well you're describing his advancing maturity, and what
> is causing it. Well done. There are a lot of subtle lessons here.
>
> I look forward to seeing where you are going with Victoria and Chad. I
> suspect when you name a character, you're never really done with him,
> or her.
>
> Mover, in appreciation
Thank you.
I've written up to 100, and so far, this is one of my favorites. I
wanted to show how a child might see the relationships he's involved
with, and wonder how it looks from a different perspective, and see how
a sense of responsibility could develop.
Victoria is a puzzle. Stevie is challenged by puzzles. Something is
going to change with this one, and so will Stevie.
I'm following Doc's suggestion for making Chad a younger love interest.
Give it time. They are still very young. I'm using the opportunity Chad
gives me, to give some responsibility to Stevie, to help him mature. It
works.
The next story involves a "Rule" VV just misapplied in another group.
This time it's how Stevie sees it, which is different from how his
mother sees it, who is NOT like VV. I just wanted to make that clear.
--
Grant
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