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 No Outsiders: Everyone Different,
Everyone Welcome

The No Outsiders programme promotes an ethos of inclusion and tolerance, and aims
to prepare children for life in modern Britain. Expanding the scheme published in the
2015 book, No Outsiders in Our Schools, this book is designed to further support edu­
cators as they make the No Outsiders ethos part of their school culture at a time
when messages of fear and division are rife. Written by a practising teacher whose
work to promote equality has been globally celebrated, this book provides lesson
plans for use in classes from EYFS to Year 6.
Key features of the resource include:

• plans for delivering the No Outsiders message through assemblies and

classes, allowing for a flexible approach
• recommendations for picture books that can be used to support messages
of diversity and inclusion
• a scheme of work designed to meet the requirements of the Equalities
Act (2010) and support teachers as they prepare to implement the new
Relationships Education curriculum (2020).

It is the responsibility of primary schools to promote equality and diversity. This

is a vital resource for all teachers and trainee teachers as they prepare children
for a life where diversity is embraced and there is no fear of difference.

Andrew Moffat qualified as a teacher in 1996, taking up a position as a Year 1

class teacher in Derby. Since then Andrew has worked in a behaviour unit, a
Nurture group, as an AST in behaviour management and inclusion, as manager of
a behaviour resource in a primary school and, since 2014, as Assistant Headtea­
cher at Parkfield Community School in Birmingham. Andrew is a qualified SENCo
and also has a MEd in emotional and behavioural difficulties.
In 2015 No Outsiders in Our School: Teaching the Equality Act in Primary Schools
was published and Andrew began training schools in using the resource to teach
community cohesion. In 2016 Ofsted rated Parkfield Community School as ‘Out­
standing’ and recognised No Outsiders as a key strength. In 2017 Andrew was
awarded an MBE for equality and diversity work in education and in 2019 he
was listed as a top 10 finalist in the Varkey Foundation Global Teacher Prize.

Andrew’s work made national headlines in 2019 as it became the focus of pro­
tests against the inclusion of LGBT equality in primary schools. As a result, No
Outsiders gained a national reputation; Andrew was listed in the Attitude Pride
Awards 2019 and named Role Model of the year 2019 by Pink News. He was
awarded an honorary doctorate by the University of Worcester and was named
Hero of the Year in the 2019 European Diversity Awards.

Andrew continues to work full time as Assistant Headteacher at Parkfield Com­

munity School. He is founder and CEO of the No Outsiders charity and is also
studying part time for a PhD at the University of Birmingham.
NO OUTSIDERS: EVERYONE
DIFFERENT, EVERYONE
WELCOME
Preparing Children for Life in Modern Britain

ANDREW MOFFAT
First published 2020
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
52 Vanderbilt Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business

© 2020 Andrew Moffat

The right of Andrew Moffat to be identified as author of this work has been asserted by him in
accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. The purchase of this copyright material confers the right on the purchasing institution
to photocopy pages which bear the photocopy icon and copyright line at the bottom of the page. No
other parts of this book may be reprinted or reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter invented, including photocopying and recording, or
in any information storage or retrieval system, without permission in writing from the publishers.

Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used
only for identification and explanation without intent to infringe.

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library

Library of Congress Cataloging-in-Publication Data

Names: Moffat, Andrew (Teacher), author.
Title: No outsiders : everyone different, everyone welcome :
preparing children for life in modern Britain / Andrew Moffat.
Description: First Edition. | New York : Routledge, 2020. |
Includes bibliographical references.
Identifiers: LCCN 2019050754 (print) |
LCCN 2019050755 (ebook) | ISBN 9780367894986 (Paperback) |
ISBN 9781003019527 (eBook)
Subjects: LCSH: Inclusive education–Great Britain–Case studies.
Classification: LCC LC1203.G7 M65 2020 (print) |
LCC LC1203.G7 (ebook) | DDC 371.9/046–dc23
LC record available at https://lccn.loc.gov/2019050754
LC ebook record available at https://lccn.loc.gov/2019050755

ISBN: 978-0-367-89498-6 (pbk)

ISBN: 978-1-003-01952-7 (ebk)

Typeset in Univers
by Integra Software Services Pvt. Ltd.
Contents
List of tables.................................................................................................................................vi

Acknowledgements....................................................................................................................viii

Preface ..........................................................................................................................................ix

Chapter 1 No Outsiders in 2020 ...................................................................................1

Chapter 2 Tolerate, celebrate, accept........................................................................ 11

Chapter 3 So much good in the world: No Outsiders assemblies ............................ 19

Chapter 4 No Outsiders masterclass.......................................................................... 47

Chapter 5 Other voices ............................................................................................... 53

Chapter 6 A festival of books..................................................................................... 67

Chapter 7 The resource................................................................................................... 77

Appendix ....................................................................................................................... 125

v
Tables
Table 0.1: To choose what I like 78

Table 0.2: It’s ok to like different things 79

Table 0.3: To say hello 80

Table 0.4: All families are different 81

Table 0.5: To celebrate my family 82

Table 0.6: To make a new friend 83

Table 1.1: I like the way I am 84

Table 1.2: To join in 85

Table 1.3: To find ways to play together 86

Table 1.4: Proud to be me 87

Table 1.5: I share the world with lots of people 88

Table 1.6: To work together 89

Table 2.1: To welcome different people 90

Table 2.2: To have self-confidence 91

Table 2.3: To understand what diversity is 92

Table 2.4: To think about what makes a good friend 93

Table 2.5: To communicate in different ways 95

Table 2.6: To know I belong 96

Table 3.1: To understand what discrimination means 97

Table 3.2: To understand what a bystander is 98

Table 3.3: To be welcoming 99

vi
 Tables

Table 3.4: To recognise a stereotype 100

Table 3.5: To recognise and help an outsider 101

Table 3.6: To consider living in Britain today 102

Table 4.1: To help someone accept difference 103

Table 4.2: To choose when to be assertive 104

Table 4.3: To be proud of who I am 105

Table 4.4: To find common ground 106

Table 4.4A: More things in common 107

Table 4.5: To look after my mental health 108

Table 4.6: To show acceptance 109

Table 5.1: To consider consequences 111

Table 5.2: To justify my actions 112

Table 5.3: To consider responses to racist behaviour 113

Table 5.4: To recognise when someone needs help 114

Table 5.5: To explore friendship 115

Table 5.6: To exchange dialogue and express an opinion 116

Table 6.1: To consider responses to immigration 117

Table 6.2: To consider language and freedom of speech 118

Table 6.3: To overcome fears about difference 120

Table 6.4: To consider causes of racism 121

Table 6.5: To show acceptance 122

Table 6.6: To consider democracy 123

vii
Acknowledgements
Thank you to Hazel Pulley and all at Parkfield Community School and Excelsior
Multi Academy Trust.

Thank you to the trustees of the No Outsiders charity and in particular Kathryn
for making me do it in the first place.

Thank you to all the people who sent supportive messages to me this year.

Finally, and most importantly, thank you to my fantastic husband David. You
didn’t sign up for this but you’re still here xx

No Outsiders is a registered charity: ref 1184725

For more information please see www.no-outsiders.com

@moffat_andrew

viii
Preface
The Equality Act 2010
The following characteristics are protected characteristics:

Age
Disability
Gender reassignment
Marriage and civil partnership
Pregnancy and maternity
Race
Religion or belief
Sex
Sexual orientation

(legislation.gov.uk)

Ofsted guidance 2019

Personal development

• Developing responsible, respectful and active citizens who are able to

play their part and become actively involved in public life as adults.
• Developing and deepening pupils’ understanding of the fundamental Brit­
ish values of democracy, individual liberty, the rule of law, and mutual
respect and tolerance.

ix
Preface

• Promoting equality of opportunity so that all pupils can thrive together,

understanding that difference is a positive, not a negative, and that indi­
vidual characteristics make a person unique.
• Promoting an inclusive environment that meets the needs of all pupils,
irrespective of age, disability, gender reassignment, race, religion or
belief, sex or sexual orientation.

(School Inspection Handbook, May 2019, Gov.UK)

x
 Chapter 1

NO OUTSIDERS IN 2020
No Outsiders in 2020

No Outsiders in 2020
In the May half-term holiday of 2019, two news articles caught my attention; one is
from Cornwalllive, ‘Brave 11-year-old speaks of racist abuse by Cornwall primary
children’ (Wilkinson, 2019), where a young boy speaks of the isolation he feels since
his family moved from Liverpool to the south of England. During the interview
the boy says,

It makes me feel kind of sad because I’m just trying to make friends. I’ve
had loads of comments from people who don’t want me there … When
I wake up in the morning it’s like a burden. But it shouldn’t be a chore
really, it should just be going to school but every morning before going
to school I feel nervous about what’s going to happen there.

Three days later the BBC reported ‘Children whitening skin to avoid racial hate crime,
NSPCC finds’ (BBC, 2019) which states figures of racial abuse and bullying of
children have risen by one-fifth since 2016, with on average 29 children suffering
race hate crime every day. In the article, a 10-year-old girl says,

My friends won’t hang out with me anymore because people started

asking why they were friends with someone who had dirty skin.
I was born in the UK, but bullies tell me to go back to my own coun­
try. I don’t understand because I’m from the UK … I tried to make my
face whiter before using make up so that I can fit in. I just want to
enjoy going to school.

The world in 2020 presents schools with huge challenges as communities react
to the disharmony around them and people retreat into ‘ingroups’ fearful of
‘outsiders’. Educators across the UK would have been horrified to hear of the
attack in a school playground in Huddersfield in 2018 on a 15-year-old refugee
from Syria, filmed on the phone of a fellow pupil and later posted on social
media. Following an investigation, footage emerged of the boy’s sister being
pulled to the ground in a separate incident as it appears pupils try to pull off her
hijab (Cockburn, 2018).

2
 No Outsiders in 2020

These are not isolated incidents; I’ve taught in schools for 24 years and I have
never known a climate like this for teachers and schools. Our children are not
wrapped up in cotton wool; they are not immune to the messages of fear and
division filtering down from voices of influence. In October 2018 the BBC reported
on a rise of 40% in religious hate crimes recorded by police in the year
2017–2018 compared to the previous year. Data from the Home Office showed
a record 94,098 hate incidents recorded between April 2017 and March 2018, up
17% from the previous year. Three-quarters of the incidents were classified as race
related (BBC, 2018a).

We are witnessing a rise in far-right activity across Europe and America

that I have not seen in my life time. Speaking to The Observer in
October 2018, Sara Khan, Britain’s first counter-extremism commissioner,
described her visits to 13 cities in the UK:

I was really shocked that in every place I visited I heard deep con­
cerns about the activity and impact of the far right.

Councils across the country raised the impact the far right
demonstrations have on whole towns, exploiting tensions and
stoking division. I repeatedly heard about a climate of intolerance and
polarisation.
(Townsend, 2018)

Writing in The Guardian in June 2018, Jonathan Freedland highlighted the

dehumanising language used by Donald Trump when talking about migrants,
which he argues echoes Nazi propaganda used 90 years previously:

You don’t have to go back to 1930s Germany to know that the first
step towards catastrophe is the dehumanisation of a reviled group.
It happened that way in Rwanda and the Balkans in the 1990s, and
it’s happening in today’s United States. ‘These aren’t people, they
are animals,’ the president said last month. They want to ‘pour in to
and infest our country’, he tweeted this week. ‘Infest’ is a word
reserved for rats and insects. This is language of those seeking to

3
No Outsiders in 2020

choke off human sympathy, by suggesting those suffering are not

even human.
(Freedland, 2018)

What is the impact of using such language on a global scale? When people hear
figures of authority using discriminatory and divisive language, is there a trickle-
down effect? Professor Mary Anne Franks argues there is a real danger that
others are emboldened by the behaviour: ‘You have children seeing the president
of the US talking like this then they will think that is the way to talk. I don’t
think we will see the full effect of this for decades’ (Buncombe, 2018).

In my own school this year I have experienced extremely challenging reactions to

the inclusion of lesbian, gay, bisexual, transgender, plus (LGBT+) equality in the
No Outsiders resource. This has been well documented in the media and, at the
time of writing, continues. This book is not a response to the current challenges
at my school, nor is it an exploration of cause and effect; that book may come in
time, once the dust has settled and I can reflect, learning lessons for the future.
This resource came about simply because it is four years since I wrote No
Outsiders in Our School: Teaching the Equality Act in Primary Schools (Moffat,
2016) and there are many newer picture books available that can be used in
schools to promote the message of equality.

In the four years since the first volume of plans, No Outsiders has taken off and
the response has been phenomenal. I am still working full time as Assistant
Head at Parkfield school and until January 2019 the No Outsiders scheme was
just one example of equality teaching in primary education. It still is in hundreds
of primary settings around the UK and I spend on average one or two days out of
school every week in schools delivering lessons and training staff. In the summer
of 2019, No Outsiders became a registered charity. The challenges in my own
school only serve to confirm how vital this work is in primary settings. After all,
we know how this is going to end; it is going to end in years to come with all
primary schools confidently delivering this work. We just have to get through this
difficult bit.

For let us not forget the horrific consequences of not teaching about equality in
primary schools: from children scared of racist bullying trying to whiten their

4
 No Outsiders in 2020

faces in the UK to examples of children taking their own lives after homophobic
bullying; 9-year-old Leia Pierce from Denver (BBC, 2018); 17-year-old Dom Sowa
who endured bullying from the age of 14 when he came out on Facebook
(Griffiths, 2019); Madissen Foxx Paulsen and best friend Sophia Leaf-
Abrahamson, both aged 11 from North Dakota – Madissen’s father believes the
girls were bullied for their close relationship (Braidwood, 2019). The Guardian led
with the headline ‘Homophobic and transphobic hate crimes surge in England and
Wales’ (Marsh et al., 2019) on 14 June 2019 and in the same month there was
widespread condemnation of the attack on a lesbian couple on a London bus
resulting in charges against four teenagers, the youngest of whom was 15
years old (Osbourne, 2019).

In April 2019 Nigel Shelby, a 15-year-old student from Alabama, tragically took
his own life after being bullied for his sexuality. At a school board meeting
following Nigel’s death, the Huntsville City Schools Superintendent was reported
as saying:

It’s time as society to value, respect and uplift one another … It is

time for us to come together. Now is the time to teach our students
and children the values of acceptance, kindness, generosity,
helpfulness and just basically just being a human being.
(Marr, 2019)

The school principal released a statement on its Facebook page: ‘We were
saddened this morning to learn of the death of Nigel Shelby, one of our 9th
grade students. Our thoughts and prayers are with the family during this difficult
time’ (Marr, 2019).

Consider the response from the school and superintendent for a moment: is
it enough? There is no mention of the reasons for Nigel’s death and no reference
to the school’s response to homophobia. Indeed, the school was criticised for the
lack of direct response to the homophobia that was the catalyst for this terrible
event.

In 2020 we cannot sit on the fence when it comes to the teaching of equality,
nor can we pick and choose which aspects of equality we feel comfortable with.

5
No Outsiders in 2020

All people, regardless of race, religion, sex, gender reassignment, sexual

orientation, age must feel welcome in schools with a clear ethos that spells out
acceptance. Every difference needs to be included and this teaching must begin
in primary schools. Children do not switch on an identity dial on their first day at
secondary school; children’s identities are being formed, evaluated and re­
evaluated all the way through their formative years. We are all intersectional;
one identity does not suffice to make up who we are. Children must be
encouraged, and indeed taught, to explore identity and develop confidence in
who they are as they navigate childhood and adolescence. Children must also be
taught to accept the identities of others to avoid tragedies like those of Nigel,
Leia, Dom, Madissen and Sophia.

In my own navigation of the challenges at my school, which I shall write about

in detail elsewhere, I have had moments of doubt around the No Outsiders
ethos: is it the right thing to carry on in the face of such opposition? But after
months of reflection and dialogue with teachers from across the country I have
reached the conclusion that there is no better time for a No Outsiders ethos. In
the absence of an ethos where we teach children to identify, respect and accept
their differences, what is there? What is the opposite to a No Outsiders ethos?
Should we teach children that there are Outsiders and some people don’t
belong?

I am confident that the lesson plans in this volume develop the original scheme
and improve the outcomes. About half of the original texts have remained. Red
Rockets and Rainbow Jelly (Sharratt and Heap, 2003), This Is Our House (Rosen,
1996) and Elmer (Mckee, 1989) are evergreens I cannot imagine replacing;
however, all lesson plans have been tweaked and updated. The lesson plan for
And Tango Makes Three (Richardson and Parnell, 2007) is completely rewritten to
reflect the responses to the book in some places around the world and consider
why some books might be considered inappropriate. I have added lesson plans
for 26 new texts in this resource and there is now a total of 42 books in the
scheme, seven more than in the original. I highly recommend schools use
Letterbox Library (www.letterboxlibrary.com) to purchase the book packs as if
any books go out of print, we work together to identify a replacement and a new
plan is provided in the book pack; in this way schools are never missing a book.

6
 No Outsiders in 2020

My advice to schools who are already using the original No Outsiders scheme is
to continue with that scheme but add the new texts here in to the planning for
the year. One of the aims in selecting the texts was to improve the breadth of Black,
Asian and minority ethnic (BAME) characters and genders. There is no doubt in the
four years since my first resource there have been huge strides forward in
representation in picture books and the selection of titles here reflects that.

I am often asked where are the specific books about, for example, faith or about
disability and, in answer, there are none that meet that criteria, in the same way
there are no titles specifically about LGBT+ awareness. For me, the most important
consideration when using a book to teach about No Outsiders is the story; I do not
use issue-based books. I use books with interesting characters and stories that can
then be related to issues, but the story always comes first.

There is also an aim to include references to well-being and mental health in the
lesson plans for this new resource. If a child feels like an outsider, their own mental
health will be adversely affected. The aim of all schools is to support well-being in
their pupils and developing an ethos where children feel everyone is included will
support this. The Mental Health Foundation lists the following as characteristics for
good mental health:

• the ability to learn

• the ability to feel, express and manage a range of positive and negative
emotions

• the ability to form and maintain good relationships with others

• the ability to cope with and manage change and uncertainty.

(Mental Health Foundation, www.mentalhealth.org.uk)

Among the stories in this resource we meet characters who overcome adversity to
achieve a level of confidence and self-determination. Many characters along the way
meet challenges and explore responses to negative emotions; the ability to form
good reciprocal relationships with people who may have different characteristics to
oneself runs like a core through the whole scheme, and stories where the
management of change and a realisation that life does not often run a smooth path

7
No Outsiders in 2020

provide stimulus for children developing resilience in the lesson plans for older
pupils. I believe good mental health is central to a No Outsiders ethos, where all
children know they belong and have a valued contribution to make. That, quite
simply, is the aim of the scheme.

References
BBC (2018a) ‘Religious hate crimes: rise in offences recorded by police’, 16 October. Available
at: www.bbc.co.uk/news/uk-45874265 (accessed December 2019).

BBC (2018b) ‘US boy, 9, killed himself after homophobic bullying, Mum says’, 28 Septem­
ber. Available at: www.bbc.co.uk/news/world-us-canada-45323933 (accessed
December 2019).

BBC (2019) ‘Children whitening skin to avoid racial hate crime NSPCC finds’,
30 May. Available at: www.bbc.co.uk/news/world-us-canada-45323933 (accessed
December 2019).

Braidwood, E. (2019) ‘Girls, 11, died by suicide after being bullied for questioning their
sexuality’, Pink News, 11 January.

Buncombe, A. (2018) ‘Donald Trump one year on: how the Twitter
President changed social media and the country’s top office’, The
Independent, 17 January.

Cockburn, H. (2018) ‘Sister of Syrian refugee boy assaulted in Huddersfield also attacked
in video’, The Independent, 29 November.

Freedland, J. (2018) ‘Inspired by Trump, the world could be heading back to the 1930s’,
The Guardian, 22 June.

Griffiths, S. (2019) ‘Stop the bullying that killed my gay son’, The Times, 17 March.

Marr, R. (2019) ‘Gay Alabama 15-year-old dies by suicide after homophobic bullying’,
Metro Weekly, 23 April.

Marsh, S., Mohdin, A. and McIntyre, N. (2019) ‘Homophobic and transphobic hate
crimes surge in England and Wales’, The Guardian, 14 June.

Mckee, D. (1989) Elmer. London: Anderson Press.

8
 No Outsiders in 2020

Moffat, A. (2016) No Outsiders in Our School: Teaching the Equality Act in Primary
Schools. Abingdon: Speechmark.

Osborne, S. (2019) ‘London bus attack: teenage boys charged with homophobic attack on
lesbian couple’, The Independent, 25 July.

Richardson, J. and Parnell, P. (2007) And Tango Makes Three. London: Simon and
Schuster.

Rosen, M. (1996) This Is Our House. London: Walker Books.

Sharratt, N. and Heap, S. (2003) Red Rockets and Rainbow Jelly. London:
Penguin Books.

Townsend, M. (2018) ‘UK towns polarised by rise of far right’, The Observer, 27 October.

Wilkinson, G. (2019) ‘Brave 11-year-old speaks of racist abuse by Cornwall Primary

children’, 27 May. Available at: www.cornwalllive.com/news/cornwall-news/brave-11-year­
old-speaks-2908178 (accessed December 2019).

9
 Chapter 2

TOLERATE, CELEBRATE,
ACCEPT
Tolerate, celebrate, accept

Tolerate, celebrate, accept

In the past, particularly during training sessions, I used the word ‘celebrate’ when
defining the aims of the No Outsiders ethos. The word sounds innocuous enough;
I can hear myself use it in a line such as ‘We need to recognise our differences
and then celebrate them’; it sounds reasonable to me. But in the last few
months, the challenges around No Outsiders at my own school made me begin to
question and reflect on my use of the word.

I wondered how often I used the word ‘celebrate’ in my original resource; I read
through No Outsiders in Our School (Moffat, 2016) to find how often the word
appeared and was surprised. I assumed the word would appear consistently as I’m
aware I often use it in conversation, but I found only three examples in the
introductory chapters, once on page 3 – ‘we have to be delivering a curriculum that
enables children to understand the benefits that exist in a society where diversity
and difference are celebrated’ – and again, on pages 8 and 9. However, it is the
context of the second and third appearance that is key because these are part of
the mission statement for the school.

The mission statement for my school in 2015 read:

We celebrate our rich diversity and take steps to prevent and tackle
all kinds of bullying, including homophobic bullying.

We celebrate all our children and their families without discrimination.

(Moffat, 2015, p. 9)

Until very recently I never considered not using the word ‘celebrate’. The word is
often used in the world of diversity and equality training as something that is
a given. Surely, the argument goes, ‘celebrating’ each other and our differences
is a good thing? It is after all much preferable to the word ‘tolerate’, which has
overtones of ‘putting up’ with someone. I agree I don’t want to be tolerated,
I could find offence in someone saying they tolerated me, but at the same time
do I really need to be ‘celebrated’?

12
 Tolerate, celebrate, accept

What does celebrate mean? If I celebrate you it’s more than just accepting you or
being your friend. If a school mission statement says we celebrate our diversity,
what does that actually mean? Do we have parties every day to celebrate the fact
that we have different race or religion? How do we celebrate our diversity? There
is a real danger of words like ‘celebrate’ being tokenistic. When did I last
celebrate my friend being black and what did that celebration look like? As
a school we have held diversity days where children are encouraged to wear
national dress and we have performances in the playground, but not every day;
what happens the rest of the year? How do we celebrate the Jewish child in Year
4 or the child with a disability in Year 3?

The more I think about this, the more uncomfortable I feel about the use of the
word celebrate; perhaps diversity is something that could be admired
or encouraged instead. At the very least there needs to be a considered
explanation of what diversity means, rather than just a bland statement about it
being celebrated.

I received an email from a vicar in April 2019 which started my thinking on this.
To paraphrase, while supporting the No Outsiders ethos (and indeed as
a governor of a school where the ethos was embedded, he was fully supportive)
the writer questioned the use of the word ‘celebrate’ when talking about LGBT+
equality. Even as I write this today, I can hear the roar of disapproval from
defenders of LGBT+ equality, and I know the arguments: ‘he wouldn’t question
the word celebrate when talking about race or disability, so why LGBT+? This is
homophobia; it shouldn’t even be a consideration’.

But I am realistic; the last six months have been a huge learning curve for me
and sometimes the right thing to do is step back and listen and reflect; I am not
always right. Sometimes there is no right or wrong response; there’s just
a response and the ‘right or wrong’ depends on the listener’s experience and
understanding. The challenge is to work with the response to find common
ground while bringing people with me.

The letter encouraged me to reflect on the use of the word ‘celebrate’ when
discussing LGBT+ equality, asking me to consider that for some people of faith,
while ‘tolerating’ LGBT+ was realistic, ‘celebrating’ was not. This stuck in my

13
Tolerate, celebrate, accept

throat at the time and I found it hard to step back and look at the wider
picture. My initial response (though I didn’t reply straight away) was to
accuse this person of being homophobic and furthermore of asking me to
accept his homophobia. But on reflection, was he being homophobic? The
letter was full of support for No Outsiders in schools; all books were being
used in the writer’s own school in the year groups I recommended, and the
letter offered quotes from the Bible to justify a non-judgemental approach to
discussing difference. All the writer was asking for was to be allowed to
tolerate rather than celebrate. Is this an unreasonable request?

I thought about this for a month or so, discussing with different people and
getting a range of responses ranging from feelings of anger to feelings of
frustration, or of resignation. Some responses were positive, asking: does it
matter? I visited a Church of England school for a day of No Outsiders training
and talked to the headteacher over lunch. His attitude was enlightening for me;
he told me about his gay brother and the attitude he had towards his brother’s
sexuality. The headteacher told me that as a Christian he absolutely accepted
and loved his brother. ‘But don’t ask me to go on a gay pride march,’ he said.

This attitude made sense to me. I thought of my own family and the journey
my parents have been on since my coming out in early 1999. It was challenging
at first and together we went through some difficult times but today my
parents are 100% behind me and supportive of all my No Outsiders work. I was
part of Rainbow Voices, Birmingham’s LGBT+ choir, for 15 years and every year
they sat in the audience at concerts; they have clapped as I wrapped myself in
a feather boa and stepped forward to perform a solo verse of ‘I am what I am’.
Recently they read No Outsiders picture books for an inclusive film and there is
no question of my husband not being accepted as one of the family. But I’ve
never asked my parents to join me on a gay pride march, and they have never
offered to join me. This isn’t a criticism, it’s just where we are. It is important
for me to celebrate Pride every year, but I don’t think it is important for my
parents to celebrate that with me, although they would absolutely support and
accept my need to do so.

So perhaps the word to use isn’t ‘celebrate’, or ‘tolerate’; the word we

should be using is ‘accept’. This shift in language may not go down well with

14
 Tolerate, celebrate, accept

many of my LGBT+ contemporaries; there is a general acceptance in LGBT+

resources for schools that celebrating is the way forward. As I wrote in the
first edition of my challenging homophobia resource back in 2007, ‘Children
need to understand that the world is full of different people who like
different things, and we should celebrate that fact with them’ (Moffat, 2007).
CHIPS (Challenging Homophobia in Primary Schools) was an updated version
of the 2007 resource, published by Educate and Celebrate in 2013. In CHIPS
I continued the celebration narrative: ‘Sessions like this cannot stand alone;
they need to be part of an ethos where difference is accepted and celebrated
throughout the whole school’ (Moffat, 2013).

Perhaps the key is that celebrating diversity as a concept is not the same as
celebrating the individual characteristics. We can celebrate the reality of
a diverse community without celebrating the individual unique characteristics of
that diversity. Rather than saying we respect different opinions, we are saying
we respect the right to have differences of opinions. I may not agree with your
opinion, I may not respect your opinion, but I respect the right for you to hold
that opinion.

Valuing All God’s Children (Church of England, 2019) is a guide for CofE
schools on challenging homophobic bullying and is a useful tool to use when
looking at this area from a perspective of faith. The vision for education
states: ‘Pupils are helped to work out how to live fulfilled, embodied lives;
how to be happy with the skin they are in. They are also encouraged to
celebrate the wonderful variety of different ways of being human’ (p. 10).

The guide reinforces this statement with a quote from Genesis 1:27: ‘All are
made in the image of God and are loved by God. Through the example of Jesus
all are called to live embodied, fulfilled human lives’ (p. 10).

The guide continues:

In any Church of England school classroom, it is likely that not all

will agree on issues to do with human sexuality, marriage and
gender identity. However, there needs to be a faithful and loving
commitment to remain in relationship with the other and honour the

15
Tolerate, celebrate, accept

dignity of their humanity without ‘back turning’, dismissing the other

person, or claiming superiority.
(p. 11)

I like the wording used in this guidance; to celebrate ‘the variety of different
ways we are human’ is different from celebrating individual unique characteristics
such as disability or LGBT+ or race. The key is that we are celebrating being
different, rather than celebrating the differences. In the context of teaching about
LGBT+ equality, if a person finds tension in celebrating different sexual
orientation, can that person accept sexual orientation as something that just
exists? Schools can celebrate our rich diversity; it’s the diversity itself that is
celebrated rather than the individual characteristics. Those individual
characteristics are something that are accepted in the context of our diverse
communities to ensure no one is pushed out or excluded.

Following a paragraph where the diversity of sexual orientation that exists

in schools is acknowledged as ‘the lived reality of educational contexts in modern
England’, the advice is:

Schools need to support pupils who are members of a minority

group or who are perceived to be different: these pupils are
vulnerable to being bullied and to being made to feel like outsiders
and unwelcome. We need to ensure that no child or young person
can leave a Church of England School without a sense of their own
belovedness and without being offered honour as a person of divine
indwelling.
(p. 12)

Note the absence of the word celebrate in that paragraph, but the inclusion of
many phrases that stir feelings of togetherness and self-worth. I am not a person
of faith, but I want children to have a sense of their own ‘belovedness’; who
doesn’t want to feel they are loved, accepted, that their indwelling, whatever its
source, is honoured?

There is similar supportive advice to Orthodox Jewish Schools in their duty to

safeguard LGBT+ pupils in their care (Mirvis, 2018):

16
 Tolerate, celebrate, accept

Orthodox schools have understandably found it difficult to engage

with LGBT+ issues. As challenging as the task might be, and it is
exceptionally challenging, I believe that failure to address it all
amounts to an obrogation of our responsibility to the almighty and to
our children.
(p. 3)

The guide continues:

when homophobic, biphobic and transphobic bullying is carried

out with ‘justifications’ from Jewish texts, a major chilul Hashem
(desecration of God’s name) is caused. We must be ever mindful of the
mitzva to ‘love your neighbour as yourself’ (Vayikra/Leviticus 19:18),
considered by Rabbi Akiva to be the most important principle
of the Torah.
(p. 3)

Concluding his introduction, Mirvis argues for a whole school approach to the
well-being of LGBT+ young people: ‘This requires robust behaviour policies
alongside wider school work to integrate understanding and awareness about
LGBT+ experiences’ (p. 4).

Again, the word celebrate is absent, but these guides are illuminating in the way
they respectfully traverse the complicated road towards full LGBT+ equality within
the faith context. There is no lack of commitment to the goal of equality we
share, but there is also acknowledgement that to throw the word ‘celebrate’
around is misguided. We’re not all on the same page; our lived experiences and
understandings have brought us to where we are today and we hold our ideas,
and ideas can change, but we have different starting points.

I have done much soul searching on this use of language and I remain open
to discussion and debate around the way forward; I reserve the right to
change my mind in the future as I have done in the past. But for now, my
experience informs me to use less of the word ‘celebrate’ and more of the
word ‘accept’ when teaching about LGBT+ equality. I will teach children to
explore and celebrate their own identities (note the plural – our
intersectionality allows us to hold more than one identity) while accepting the

17
Tolerate, celebrate, accept

parts of others that make their identities. I want all children, including LGBT+
children, to explore who they are and know they belong in my class, and this
means talking about LGBT+ identity alongside other identities. Meanwhile
I am very happy to be gay myself, and I’m celebrating that every day; I don’t
expect you to celebrate my sexual orientation with me, however I do expect
it to be accepted without judgement in the same way I will accept the parts
of you that may be different to me.

There is no headlining shift in the ethos of No Outsiders; the central theme

remains: everyone different, everyone welcome, no one is an outsider. However,
my hope is that I am demonstrating respect and consideration for those who
have different beliefs to me. I am confident the aims of the resource remain
strong, and provide an ethos which every school, every person can sign up to.

References
Church of England (2019) Valuing All God’s Children: Guidance for Church of England
Schools on Challenging Homophobic, Biphobic and Transphobic Bullying. Available at:
www.churchofengland.org/sites/default/files/2019-07/Valuing%20All%20God%27s%20Chil
dren%20July%202019_0.pdf (accessed December 2019).

Mirvis, E. (2018) The Wellbeing of LGBT+ Pupils: A Guide for Orthodox Jewish Schools.
Available at: https://chiefrabbi.org/wp-content/uploads/2018/09/
The-Wellbeing-of-LGBT-Pupils-A-Guide-for-Orthodox-Jewish-Schools.pdf (accessed
December 2019).

Moffat, A. (2007) Challenging Homophobia In Primary Schools: An Early Years Resource.

Birmingham: Birmingham City Council.

Moffat, A. (2013) CHIPS: Challenging Homophobia in Primary Schools, Educate and

Celebrate. (No longer available.).

Moffat, A. (2016) No Outsiders in Our School: Teaching the Equality Act in Primary Schools.
Abingdon: Speechmark.

18
 Chapter 3

SO MUCH GOOD IN
THE WORLD
No Outsiders assemblies
So much good in the world

So much good in the world

The books and lesson plans in the No Outsiders resource are not enough to
embed the ethos; there are seven lesson plans for each year group which
works out at one per half term plus an extra. There are brilliant new picture
books coming out all the time and www.no-outsiders.com provides extra
lesson plans based on new books not included in this scheme, updated
throughout the year. But pressures on the tight curriculum mean a weekly No
Outsiders lesson may be unrealistic so we need to find other ways to talk
about equality in the everyday mechanisms of school.

No Outsiders assemblies ensure children are hearing a message of equality

at least once a week. In my own school I deliver these assemblies to year
groups once a week and I know some secondary schools use these plans as
tutor group sessions. They can be used as personal development starters or
as discussion pieces at the start/end of the day. I don’t recommend these
images are used for whole school assemblies; there are many I would not
use in Key Stage 1 and also the discussions I have with children in Year 3
are different to those I have with Year 6 children.

For the most part I use these assembly pictures with Key Stage 2. I’m not going
to list here which I would use with Key Stage 1; teachers know their children
and don’t need me to be prescriptive. Often in Key Stage 1 assemblies I lead
with an image of a child being left out (different image each week) and ask
children to tell me what is happening:

• What is happening here?

• How is the child feeling? (Like an outsider)

• What does the child need to hear?

• What could you say to the children who are leaving the child out?

• If you saw this on our playground what would you do?

20
 So much good in the world

• What line could you say to the child? (‘Come and play with me’; ‘Are you
ok?’; ‘Do you want to be my friend?’; ‘I’ll be your friend’)

• How can we make sure this doesn’t happen at our school?

Then I show a picture of (diverse) children smiling and playing together and I say
this picture reminds me much more of our school; why is that?

• What do you notice about the children? (They are different)

• How are they different? (Skin, hair, eyes, gender, wheelchair etc)

• Are they friends? How do you know? (They are smiling and playing)

• Is anyone in this picture feeling like an outsider? How do you know?

• Which of the two pictures is more like our school? Why?

There are hundreds of suitable pictures available on the web that we can use to
contrast in this way and for most Key Stage 1 No Outsiders assemblies this is
what I use, occasionally using a Key Stage 2 assembly picture when I feel the
story is accessible. We also use the No Outsiders assembly to announce our
celebration awards for the week; behaviour, house points, maths awards etc. The
assemblies last no longer than 15 minutes.

Assembly pictures and plans can be found on the No Outsiders website (www.no­
outsiders.com) and are freely available. There is an archive of over 300 as I post at
least one a week and schools across the UK use them, often copying me into tweets
about responses to them. Children often talk to me about the assembly pictures
during the week and they are disappointed if for some reason a week is missed.

Children enjoy finding out about the world around them, and the purpose of the
stories is to promote a sense of belonging and community cohesion in the child.
Children taking part in these assemblies will leave feeling confident and happy
about positive events happening around the world. I am not denying bad things
happen, but I am focusing on good things: ‘Look at this,’ I am saying; ‘Isn’t this
wonderful! You see, people around the world agree with us and our No
Outsiders school!’

21
So much good in the world

Below is a list of 20 No Outsiders pictures and plans. Also included is the link to
the original story. My aim is to show the breadth of No Outsiders images that
can be used across the year and schools may choose to use these images
throughout the year, but I do recommend people explore the website or my
Twitter feed @moffat_andrew each week for the most up-to-date pictures and
plans as there are new ones every week that often link to current news stories
that children may have heard about. It was difficult to pick 20 pictures from a list
of 300; my aim was to show a range of topics. For each assembly I have
included a link to the original news story and where possible referenced the
journalist.

Week 1: Back to school

We want to start to start the new year off by modelling to children the
behaviour we expect and this picture says it all. A smiling little boy proudly
wears a shirt with the words, ‘I will be your friend’. Blake was asked by his
Mum to choose a design for a shirt to wear on his first day at school and rather
than a dinosaur, dragon or sports team, he asked for these words. The photo
went viral with people using #blakesfriends. Blake wants to make sure no one
feels like an outsider at his school; he will be their friend.

• What is the first day back at school like?

• What different feelings do children have when they start school?

• Why do you think Blake chose to wear this shirt?

• Why doesn’t Blake’s shirt say, ‘I will be your friend if you are black’ or ‘I
will be your friend if you are white’ or ‘I will be your friend if you are
Christian’?

• Does Blake care about the race or religion of his friends? Do you think
Blake cares if his friends have disabilities, different genders or different
families?

• What kind of person do you think Blake is?

22
 So much good in the world

• Do you think Blake will have lots of friends? Why?

• Why are people wearing shirts with the message #blakesfriends?

• What can we learn from Blake?

• Why is this story about No Outsiders?

(Annie Reneau, 2019)

Week 2: Friendship
The photo shows Kamden and Paul who are best friends; they both love superheroes
and meet up to watch videos. Kamden uses a wheelchair and one day Paul was
horrified when he saw his friend’s chair tip up and Kamden fall out. The problem was
Kamden had grown too big for his chair, but his family could not afford to buy a new
one. Paul said, ‘His wheelchair has fallen forward so many times and that sucks.
Also he has a really hard time pushing it because it’s so heavy.’

Paul decided he needed to help his friend so he investigated ways to raise

money. Paul asked his Mum to set up a Go Fund Me page to raise $3900 for
a new chair. In 26 days the page had raised $5935.

Kamden’s mum said, ‘What really contributes to their friendship is that Paul does
not see Kamden as someone who has a disability. He sees him as Kamden.
Because of that, Kamden truly is himself around him.’ Paul never acted as though
his friend was different.

• Why did Kamden fall out of his wheelchair?

• What do you think Paul did when his friend fell out of his wheelchair?
What do you think Paul said to Kamden?

• Why do you think the fundraiser raised so much money so quickly?

• Where did that money come from?

• What does that tell us about people around the world today and
attitudes toward disability?

23
So much good in the world

• Kamden’s mum says, ‘Paul does not see Kamden as someone who has
a disability’ – what does she mean?

• Who could have been an outsider in this story?

• What happened to make sure that person was not an outsider?

• What can we learn from Kamden and Paul?

• Why is this story about No Outsiders?

(Avery Friedman, 2017)

Week 3: Viking warrior

The photo shows a Viking helmet. Over 100 years ago a Viking grave was
discovered in Birka, Sweden. Along with the body in the grave were a sword and
shield, a spear and axe, arrows, two horses and a strategy board showing the
person was a military leader who planned battles. The grave has been called ‘the
ultimate warrior Viking grave’ by historians.

Historian Anna Kjellstrom from Stockholm University was studying the bones
for another project and noticed the bones resembled those of a female. DNA
tests were carried out and the conclusion was that the Viking warrior was
female. This discovery made news headlines across the world.

• What is your image of a Viking warrior?

• Why did everyone always think this warrior was a man?

• What does this show about the way we often see male and female
roles?

• What is a gender stereotype?

• Anna the historian wrote, ‘the biological sex was taken for granted’ –
what does she mean?

• How is this story an example of a gender stereotype?

24
 So much good in the world

• What does this story show about how some women were treated in
Viking times?

• What does this story show about ideas about history? (ideas can change)

• What can we learn from Anna Kjellstrom?

• What can we learn from this Viking warrior?

• Why is this story about No Outsiders?

(Louise Nordstrom, 2017)

Week 4: Jack and Rani

Jack and Rani from a school in Manchester have become famous in the UK
because of their friendship and the way they met. Rani is a refugee from Iraq
and was bullied in his first few days at school until Jack met him and they
became friends.

Jack said, ‘He was in a corner by himself so I thought, “he needs a friend”. So
I thought I’ll go up to him and ask him, “How are you? Where are you from?”’

‘He said Syria and I took a step back because on the TV, on the radio you hear
bad things about it. But then I said, “come and join us, come and join our
group”, and he did and here we are.’

Jack and Rani appeared on the Channel 4 programme Educating Greater

Manchester and since then have been on This Morning to talk about their
friendship. They have received a huge amount of praise on Twitter and social
media; one tweet said, ‘The whole world could learn something from Jack.’

• What do Jack and Rani have in common?

• What are their differences?

• Why was Rani alone?

• Why do you think Jack approached Rani and said, ‘How are you’?

25
So much good in the world

• Why did Jack take a step back when Rani said he was from Syria?

• Jack could have walked away at that point but he stayed; what was the
impact of his actions?

• Jack and Rani became famous because of their story; why?

• What does this show about people in the UK today?

• Why are people saying every school needs a Jack? What do they mean?

• What can we learn from Jack?

• Why is this story about No Outsiders?

(Rachel Hosie, 2017)

Week 5: We dine together

The image shows an older child shaking hands with a younger child who
appears to be sitting alone. A high school in Florida, USA, has set up
a lunchtime club to make sure no one sits alone to eat. ‘We dine together’
aims to make sure every student has someone to share their lunch break
with. Students in the club roam the high school at lunch time and if they
see someone alone, they approach and introduce themselves.

Denis Estimon came to the US from Haiti as a child and remembers feeling alone
as he started school. He says, ‘If we don’t try and go make that change, who’s
going to do it?’ Denis set up the club with his friends. Denis added, ‘It’s not
a good feeling, you’re by yourself. And that’s something I don’t want anybody to
go through.’

• Denis could just sit with his own friends at lunch. Why do you think he
chose to set up the club?

• Why do some children sit alone?

• How do you think a student feels when approached by the We Dine

Together Club?

26
 So much good in the world

• What do you think is the impact on the school?

• Could we do that at our school?

• What can we learn from Denis?

• Why is this story about No Outsiders?

(Taylor Pittman, 2017)

Week 6: Finish line

Ten-year-old Riley was 60m from the finish line of a cross country race in
Grimsby when he collapsed with a stitch. Another runner, Julian, picked up Riley
and carried him across the finish line. Local photographer Jon Corken captured
the moment perfectly.

Later, Julian said, ‘I’d rather not have won and helped my friend than leave him there.’

The headteacher of Julian’s school said, ‘What Julian did encompasses how we
want our children to be. He has exemplified his caring attitude. He is one of our
young leaders where he helps support younger children within the school with
extra classes. I am proud to say we have a school full of Julians.’

• What’s happening in the picture?

• How do you think Riley felt when he collapsed?

• What were the choices facing Julian as he ran past Riley?

• Why did Julian choose to stop and help Riley?

• How do you think Riley felt when Julian stopped for him?

• In what ways are the boys similar?

In what ways are the boys different?
Does the picture suggest either child is bothered about race?

• What are the words on Julian’s shirt? What do you think they mean?

27
So much good in the world

• What can we learn from Julian?

• What does Julian’s headteacher mean when she says, ‘We have a school
full of Julians’?

• Why is this story about No Outsiders?

(BBC, 2017a)

Week 7: Dialogue breaking down prejudice

Beverley sat down on a plane next to Jiva and watched her write a text to
someone in Arabic including the word Allah. Beverley panicked and raised
concerns with a steward but the steward told Beverley if she had an issue, she
could leave the plane instead of Jiva.

Jiva and Beverley then sat together for the plane journey and talked. Jiva
explained that Allah meant God in Arabic; she was texting a friend to give her
support after her car was broken in to and wrote, ‘HasbiAllahu la ilaaha illaahu
alayhi tawakaltu/may Allah make the day easy for you.’

Once the pair started talking, Jiva said she could tell Beverley was remorseful;
Beverley said, ‘It’s so scary what the media can make us just think.’ By the end
of the flight Beverley and Jiva were friends and have since kept in touch.

• Why did Beverley panic? (She didn’t understand Arabic, perhaps she has
never talked to someone who is Muslim.)

• What was Jiva’s response?

• Jiva could have shouted ‘How dare you!’ at Beverley and not talked to
her. Why do you think Jiva chose to talk to Beverley instead?

• How do you think Beverley felt as Jiva talked to her?

• How did Beverley and Jiva become friends?

• What did Beverley learn from this experience?

28
 So much good in the world

• What can we learn from this story?

• Why is this story about No Outsiders?

(Wayne Ankers, 2016)

Week 8: Boys shall go to the ball

Disney has apologised for not allowing a boy to join their ‘Princess for a day’
experience. When the boy’s mother tried to book the day for her son Noah, she
was told he would not be allowed to take part because he was a boy. Her son
was offered a cuddly toy instead.

Noah is a Frozen super-fan and loves to dress up as Elsa. Noah’s mum wrote an
open letter asking ‘What terrible, awful fate may befall’ her son if he wears
a dress. Disney apologised, saying the experience was open to all children aged
3 to 12.

Noah’s mother said, ‘If a little girl wants to be a superhero, she can be. If she
wants to be a Jedi, she can be. She can be whatever she wants.’

After apologising, Disney released a statement:

Diversity is near and dear to our hearts and we want to make sure that
all our guests enjoy their experience at our resort. Of course, both boys
and girls are welcome to enjoy the Princess for a Day experience in
addition to all our other special activities.

Noah’s story hit news headlines around the world and his mum received huge
support on social media following the incident. Writing after the incident, Noah’s
mum said ‘Now Noah, and every other little boy who wants to, SHALL go to
the ball!’

The wording on the Disneyland Paris website used to read: ‘Grant every little
girl’s wishes with a Princess experience’. The website has been changed and
now reads ‘Grant every child’s wishes with a Princess experience’.

29
Exploring the Variety of Random
Documents with Different Content
{§) NATIONAL SCREW
 Whoever it was who said tragedy always comes in threes
could not have been thinking of the tempting trio of buxom babes on
display here. There is, however, an outside chance that the wag who
said good things come in small packages may have been (thinking
about the tempting trio of buxom babes), as the original photos are
a good deal smaller than they appear here. Then again, we might do
well to pause and ponder the validity of both of those long-
unchallenged contentions. Might it not, after all. be safer to posit
that tragedy always comes too often and good things not nearly
often enough, rather than in threes and small packages,
respectively? In any case, we’re told these raunchy relics from our
prurient past — sent our way by an anonymous donor who wishes to
remain nameless — depict the finalists in the First Annual Miss Nude
New Jersey Contest, 1946. (The second, we’ve learned, has yet to
transpire.) While our contributor assures us that, to the best of his
recollection, the contest was run strictly on the up and up. we must
confess to having our doubts. For one thing, our informant tells us,
the only qualification for entering the competition was a willingness
to disrobe before a Brownie box camera along a deserted stretch of
off-season Atlantic City beach. For another, the three finalists
pictured here also happened to be the only contestants. What’s
more, and possibly worse, all three were declared co-winners of the
contest. Not only does this smack of gross unprofessionalism and
alarming indecision . but we further suspect a possible case of
outright exploitation . Infact, we wouldn’t beabit surprised to learn
that the so-called contest’s so-called organizers weren't simply
deceiving these unfortunate femmes into removing their clothing for
the express purpose of snapping, and later selling to the highest
bidder, the very photos you see here. That such knavery should go
undetected for three decades, and unpunished even down to this
day. says little for the species. Still, we suppose that, even at this
late date, their publication here represents a vindication of sorts. At
long last these lovely lasses are being accorded the acclaim that has
doubtless been their due lo these many years. We can only hope
that wherever the beauties in question may be today — whether
safely ensconced in their dotage, or toting “the bags" along 14th
Street, or simply resting in a jar over some son or daughter’s
mantelpiece — they will somehow know that their shameless
behavior on that deserted beach so long ago was not completely in
vain. Such is life’s compensation. You know, it really warms our
cockles and tugs at our hamstrings to have an opportunity to grant
recognition, however belated, to otherwise forgotten smut
performers. If you'dliketo assist us in this invaluable porn
preservation and restoration project, simply send any old smut pic
you may happen to have to Nostalgia Department. Milky Way
Productions, Inc., P.O. Box 432, Old Chelsea Station. New York, N.Y.
10011. Even if you care not a jot about preservation and restoration,
be advised that readers whose contributions are reproduced here
will be up 25 bucks for their troubles. NATIONAL SCREW
NATIONAL SCREW
 SHITUST A few months ago, Your Erroneous Zones , by Dr.
Wayne W. Dyer was at the top of best-seller lists. The book claimed
that its “bold but simple techniques for taking charge of your
unhealthy behavior patterns" would bring sanity. Its author, who is
described on the book’s jacket as “a brilliant counselor and therapist
who admits unabashedly that he has done — and continues to do —
everything he has ever wanted to do in life.” has also accomplished
the purest literary theft I’ve ever seen. Almost every idea and
technique in this book has been stolen from Dr. Albert Ellis, the man
who created rational therapy. Ellis is a man 1 respect and he has
done more for the sexual revolution than all the work of Kinsey and
Masters and Johnson combined. But. to see the truly innovative
mind of Ellis ripped off by a cretin-like copycat makes me want to
puke. Dyer has been milking his robbery — A-hich is not unlike the
Ellsberg theft — on the late night television shows and, of course,
the rather shallow hosts on those shows, who have never read
anything themselves, are unaware of the lack of originality on thief-
Dyer's part. Dyer has not only stolen Ellis’s techniques but. in fact,
he stole the title. Your Erroneous Zones, from a SCREW headline of
four years ago. Dyer, in addition to being an egotistical oaf who is
trying to compensate for his having been an orphan, has proven that
not only is originality rarely recognized, but that the parasites of the
printed word do not hesitate to rip off the thoughts of our genuine
geniuses and try to steal fame and fortune from the achievements of
others. To Wayne Dyer and Your Erroneous Zones, we wish a brisk
enema to clear out the shit: and, for the rest of us. tfiis merely
confirms the fact that so long as others are being original, shadowy
creatures such as Dyer shall steal their efforts and manipulate the
media to their own sinister and selfish ends. • (§) NATIONAL
sc:m-:w
 In the bad old days, even the most daring women's
fashions were strait-laced and over-modest. Yes. I've come a long
way. Make check or money order payable to: NATIONAL SCREW.
Mail to; NATIONAL SCREW. 116 W. 14th Street. New York. N.Y.
10011. Please allow 4-6 weeks for delivery. Size; □ Small □ Med. □
Large □ X-Large ni for $4.95 $ □ 3 for $11.95 $ N.Y. Residents add
8"/o Sales Tax $ Shipping and Handling S .75 ENCLOSED; $ Name
Address City State Zip You Ve come a long n^ay, baby. SCREW TEE
V\ith rich SCREW colors women like.
 Hokey {cont. from page 61) My curious finger found its way
into Charlene’s tight little crack. Eureka! Seven-eleven! Bonanza! Big
Dick from Boston! Eighter from Decatur! Gold Strike! I felt the spider
web of her maidenhead. Zounds! Wowie! Gadzooks! I wanted to
scream and shout and run around to show everybody. Look gang! A
cherry! Hokey picked a cherry! A cherry bush in hand, is better than
two pigs and a poke! Hallelujah! Then 1 went berserk. With one
mighty heave, panties, garter belt, nylons, the whole business came
tumbling down. I ripped away the red ribbon and turned to my own
clothes. I hauled down my jeans with such violence I nearly tore off
the end of my knob. “Oh. Hokey, you can’t. . . ,’’ Charlene cried,
weakly trying to bring her armor back up. 1 pulled out the dress
from under her tail and flung the sweeping skirt up over her face.
“Yes, I can!” 1 exclaimed in heat, repeating a popular phrase from
my own day. My throbbing dummy went into a rapturous coma as I
hurled myself on top of Charlene and stuck the head in for a look-
see. Charlene let out a yell. “A kangaroo jumping on a hot-plate!”
“Closer, closer! Keep trying, gang!” I yelled. Charlene was jerking like
a harpooned whale. “Go get it, Big Fella!” 1 said to my thumper,
galloping through the defiant maidenhead. The membrane went
“pop” and there I was, strutting merrily up Charlene’s canal. “A left-
handed platypus doing the Charleston!” “Wrong again! You're a little
off the track, gang — but keep at it!” Charlene’s feeble struggles
ceased and I thought she was unconscious. Then when her fanny
began rising rhythmically off the floor and swallowing up the length
of my peter. 1 knew she was all right. Oh, boy, oh, boy! I was afraid
I’d have a heart attack. Every nerve in my body was upset —
besides the high blood pressure of the hard culprit vigorously at
work inside Charlene. The walls of her private were very grabby and
seemed to be trying to make Big Fella into a skinless wiener. “You’re
rubbing two pieces of liver together!” offered a blindfolded mental
giant. “That’s close! Real close! Com’on now, gang — keep trying!”
Wowie! 1 went up and down, sideways and halfways, and rubbed
around the entrance. Then I bought another ticket and scurried back
into the cave. My telephone pole felt like it was plugged into every
circuit in town. Islammed Charlene’s sweet butt into the floor so
many times the boards started squeaking. “You fucking mine
daughter!” “Right!” I exclaimed in delirium. “Huh?” “Rumpity-bump-
dump!” Somebody came tumbling down the steps from upstairs.
“Schtop fucking mine daughter, you schwinehund! ” Holy Jesus! It
was Johann Shultz, Charlene’s krauthead father! The blindfolded kids
exploded in panic. Johann Shultz charged across the room, knocking
over the petrified kids, who were running around like headless
chickens. “Schtop dat! Schtop dat!” he bellowed. The young girls
were shrieking at the top of their lungs, dashing madly about the
room. Some of the kids, in their fright, forgot to remove the
blindfolds and fell over the furniture and each other. Piles of children
and broken chairs and tables were all over the room. Arms and legs
thrashed as they screamed and fought with each other. Charlene
was jerking like a harpooned whale. Johann Shultz, trying
desperately to reach me, got caught between two hysterical
blindfolded girls running in opposite directions, and the three of
them went sprawling on the floor. In the old man’s frenzy to
disentangle himself, he grabbed at the girls, who began kicking,
hitting, and pulling him by the hair. I guess the girls thought he was
after their cherries. By this time, the whole house looked like
recreation period at the funny farm. The kids went crazy. They fell
over one another, busted furniture, and screamed like ruptured
hyenas. The little girls ran around the room wailing and holding their
hands over their pussies. What a mess. None of the furniture
seemed to be in one piece. It certainly was a disgraceful way for
young people to carry on! While this pandemonium was in full swing,
good old Hokey just kept fucking away. I was never one to let go of
a good thing because of a minor setback. 1 think Charlene was in a
state of shock. Her dress was no longer covering her face and she
was gazing up at the ceiling. Old man Shultz finally broke away from
the berserk girls and pounced on me. “Schtop fucking mine
daughter, you dumkopf!” he yelled, beating me on top of the head
with his fists. “Schtop dat! Schtop dat!” 1 guess we made somewhat
of a spectacle of ourselves — Johann Shultz hitting me like a
madman and me fucking away like a madman, and little Charlene in
orbit, but still keeping a perfect ass stroke. Suddenly, old man Shultz
jumped away and looked frantically around for something to hit me
with. He scrambled across the room, falling a few times over the
insane children, who were still fighting, screaming, and running
around like nuts in a nuttery. Old man Shultz fought his way to the
remains of the buffet table. He picked up a whipped cream cake,
which miraculously was still intact, and ran back to the fucking fool
on top of his daughter. “Schtop fucking mine daughter, or — or 1 kill
you!” He raised the cake high in the air and hurled it down on my
head. Just as the cake made contact with my skull, my nuts went
off. 1 pumped away, half blind from whipped cream and cake, while
little pieces of candy lettering hung from my nose. They spelled,
“Happy Birthday, Charlene.” When my tank was empty, I got the
message that maybe Td overstayed my welcome. I jumped to my
feet, grabbing at my half-mast shorts and jeans, and hopped toward
the door, “You schwinehund!” Johann Shultz came after me again,
this time with a loaf of French bread in each hand. “I gif it to you!”
Fortunately for me. he didn’t watch where he was going in his crazy
charge, tripped over prostrate Charlene, and fell on top of two
hysterical girls. In a moment, the trio was rolling around the room,
beating each other, and tearing clothes. It was dreadful. 1 got my
jeans buttoned, stopping at the front door. I looked back at
Charlene, She was still lying there, gazing up dreamily at the ceiling.
Her skirt was tucked under her chin, and her little ass kept beating
time on the floor. There was a contented smile on her lovely face. •
NATIONAL SCREW
NATIONAL SCREW
 "Now now,"saidthe cat. "You must button your lip.’ And with
that, he filleted The fish with one snip. By this time we both Were
really perplexed. What would this lunatic Try to do next? "For my
next trick. I’ve brought This marvelous box. Can you guess what’s in
it You snotty young tots?” Could it be candy?” “Oh, no,” said the cat.
“Ring Dings or Pop Tarts?” “No, nothing like that. This big box is
stuffed With a boxfull of... NATIONAL SCREW
 But the cat did not listen And though we both hid. He
screwed my kid sister And knifed me a bit. Then my Mother came
home... Can you guess what he did? . Qy^omojtolt NATIONAL
SCREW
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