Naked In School - Tom's TroublesChapter 9 free porn video

Two weeks later, the siblings went with Angela to the new school for their interview, tour, and audition. There were to be two parts to the vocal audition; one was to sing two songs of their choice and the second was sight-reading a song from sheet music. Both Tom and Lynette had taken a choral music class in school in Munich, where choral music was a big deal, and had become familiar enough with written music to follow the notation. The interview and audition went smoothly and they were told that they would get a formal letter in about two weeks, after the admissiion committee met, but were informally assured that they were qualified for attending the school.

Meanwhile, Tom kept up with his video classes. But over the past few months, the rumor that Tom got freaked out when he encountered nudity had been quietly circulating among the students and a couple of times, several of the more pushy girls who had been selected for the Program decided to try to embarrass him somehow. One tried to crash the library with a few friends during period changes to get a reaction from him and others tried to find ways to confront him when they thought that he would be in the school halls. However, the librarian kept any encroaching naked students out of the library during school hours and Tom found ways he could hide during class changes. So gradually the game the girls were trying became boring and it stopped.

Something better was happening to Tom as a result of his romance with his step-sister. He found that her nudity had no effect on him at all anymore; he was himself getting less anxious at being naked with her and he looked forward to the occasions when they had privacy at home to satisfy each other. But despite their growing intimacy, they agreed to limit their sex play to oral stimulation only. He noticed at school when he got some infrequent glimpses of naked kids, his reaction was becoming less intense, and reported that fact to Lynette, who grinned and happily took the credit for his successful “psych treatment.”

Tom was running with the track team now. It was mid-February and the season only had four more weeks to go. In his first two meets, he didn’t run as well as he wanted, finishing in eighth and then seventh place, but his coach was still pleased with his performance. Tom had been watching the running strategy of the best runners and noticed that they tended to run in a pack for the first two-thirds of the course, pacing each other, and then letting the true race begin in the final third where conditioning and stamina would be the difference between a scoring finish and an also-ran. Up to now Tom had been running his own race, not paying much attention to the others, basically using the clock as his race opponent and pushing for his best time. He found that when he kept to a steady pace, he got passed in the final mile and didn’t have enough energy left to catch the faster runners.

So for the next race, he decided to modify his tactics. Practicing on the school track, he ran the first two-thirds of the 5 K with a slower, loping stride, one which allowed him to breathe deeply but was only about fifteen seconds slower than his normal pace. Then on the last two laps, he opened up and tried to run like hell. He had shaved about 45 seconds off his best time! A 17:50 run. That would have put him in third place in the last meet.

With his new tactics in mind, Tom began the race, and hung back with the fastest guys on his team. Two of them looked over at Tom and nodded. The group of about nine boys just tooled along, each glancing around at each other, gauging the potential competition and jockeying for position when the time for the breakaway came. The two-thirds mark came up and Tom noticed that a long, rising slope began on the course right after the distance marker. He realized that a breakaway at that point would leave a runner with fewer resources for a strong finish, and as many of the other runners sped up at the mark, Tom, along with two others, one of them a teammate, held slightly back. The two shot a quick look at Tom and then bore down, with Tom pacing them. Where the ground leveled out about 600 yards later, they took off and Tom dug in too. They were twenty to fifty yards behind the now-extended group of lead runners at that point, but Tom felt he had plenty of strength, so he picked up his pace again as the two others running near him did too.

The three began to pass runners from the original larger group, the pack had spread out greatly as each runner was now running as hard as he could. Tom kept passing runners until only two were still in front of him, the two who had held back with him. He couldn’t close the gap with either runner and now the finish line was in sight. Suddenly he heard a runner closing on him from behind; the boy was running furiously and threatening to overtake Tom. Finding energy he didn’t know he had, Tom bore down and tried to lengthen his stride while keeping his rhythm. In the last hundred yards, he was now catching up to the runner in second place! Maybe he could catch the guy! Didn’t happen, though; Tom crossed the line just a second behind the second-place finisher and only five seconds behind the winner.

He ran a dozen more paces and then sank to the ground and lay there on his back, deep breathing for a minute, then got back to his feet.

“Hey Armstrong!” he heard behind him.

Turning, he saw Roland Crawford coming up. He was his teammate, the guy who was in first place.

“Shit, mate, you ran a brilliant one!” Roland shouted as he embraced Tom. “Perfect race strategy, mate, glad you’re on the team.”

Their coach had jogged over to congratulate them. “We got 1-3-6-7-8 in the race, guys, 25 points, and that’s a win!”

The other team members had come up and began congratulating Roland and Tom.

“You ran a great race, Armstrong,” the coach said. “I was concerned when I didn’t see you in the pack when you came out of that last turn. Then three of you just roared out like you had jetpacks on. What happened?”

Roland smirked and poked Tom in the chest. “This bloke saw it, coach; he’s got potential. The last mile started on an upgrade. We haven’t seen that before, it’s nasty. Who laid out this course? Doing that was really tricky. My dad told me what to do when that happens; you hang back and let the others waste their breath on the uphill race. I kept my distance pace going till the grade leveled, then I dug in. So did Armstrong and that third bloke. We just powered through the others--they didn’t have the kick, they wasted it on the hill. How did you know what to do, mate?” he asked Tom.

Tom shrugged. “I saw what you said. If I took off going uphill, I’d have nothing left at the end.”

“Smart running,” the coach praised them. “You others, see what I’ve been telling you? Running speed, pace, posture, and rhythm are all important, but sometimes it’s strategy that will win the race.”

With his strong finish, Tom found himself a popular team member now; the other members had been a little aloof, mainly because of Tom’s strange reputation around school. He seemed to be a kind of an outcast who was somehow being shielded from the rest of the students. But he actually turned out to be an okay kind of bloke--except when he disappeared at shower times. It seemed that he didn’t want to use the locker room either. Very strange.

In fact, it was Tom’s reputation as a strange kid which led some of the boys to want to try to humiliate him somehow. Two of the girls who had been unsuccessful in ambushing Tom had mentioned their plans to tease Tom to their boyfriends. The girls thought it would be fun to try to embarrass or humiliate him by coming onto him while they were naked but then leave him horny and hanging. It wasn’t quite common knowledge why Tom was being shielded from the other students, but it had become strongly suspected that it was because he was embarrassed by nudity. Many of the kids reasoned that if the Program had been invented to wipe out excessive modesty among the teens in secondary school, and they themselves had been forced to go through that ordeal--which wasn’t at all pleasant--then why wasn’t Tom singled out for Program treatment as a prime example of excessive modesty?

The students in the school had learned that kids were put in the Program for various infractions, even for some trivial ones or ones completely unrelated to the Program objectives. Tardiness, language use, teasing, and in one case, when a boy was reluctant to closely examine a girl during a health class studying anatomy, the teacher put him on the Program for the rest of the day, because of what appeared to be his excessive modesty. He objected, insisting that he was simply showing the girl some respect as she was being treated like an object and not a person. His protestations went for nothing and he had to spend the day naked. But in Tom’s case, obviously he must have somehow been exempted from selection for the Program, which seemed to be an impossible answer--no one had ever been exempted to anyone’s knowledge, but regardless of his special treatment, he was also being isolated from everyone else in the school. So what was it with this Armstrong bloke, anyway? Why was he getting this special treatment?

Their jealousy over Tom’s apparent special status led a few boys to try to find a way to get him put into the Program. Some of the ideas they considered were to get him framed for a school infraction, one which would generally result in a Program punishment. Another idea was to try to implicate him in some kind of scheme like making it appear that he was trying to sell pictures of Program kids to websites; another was to plant fake rumors about his mistreating a girl in the Program--they’d need a girl’s help to pull that one off. They even talked to a student office assistant to see if she could somehow sneak Tom’s name into the Program selection process. They spent weeks trying to find a way to make any of these ideas work. But Tom’s almost complete isolation from the students in the school made it seem impossible to come up with any plan which wouldn’t also get themselves into trouble.

The cross-country season wound down at the end of March and by then, Tom had competed in two more races. He didn’t match his third-place finish in either race, but he did finish in fifth place in the next race and fourth in the following one and those finishes were enough to cement his good standing with his team. His coach told him that his times were excellent for a newcomer to the sport, and if he kept working on developing good running mechanics, continued to improve his stamina, and kept up with learning racing strategy, he could become a top level runner. The coach also asked Tom if he’d be interested in joining the stadium track team but Tom had no interest in sprints or middle-distance running. Besides, he would be changing schools at year’s end, but no one needed to know that...

[Dialect Note: Hear them down in Soho Square, dropping haitches everywhere... As in the musical “My Fair Lady,” I chose to highlight the wonderful variety of British dialects in this story of Tom and Lynette. But two particular dialects, Cockney and Brum, are quite difficult to render in writing and therefore to understand—as they are, too, in actual speech for the ear unfamiliar with these colorful dialects. So to help you understand the conversation between Tom and Lynette and the British pupils in this chapter, dialect “translations” of Liz’ and Jess’ dialog are shown in green italics.]

With the coming of warmer weather, Tom and Lynette began to go on lengthy weekend bike rides, taking their lunches along. Late in April, the two siblings rode out to Lee Valley Park to spend the day riding on the park’s extended bike trail, riding from Waltham Cross to Ware along the Lee River. They were riding near St Margarets when they passed a group of teens standing on the riverbank, tossing little stones into the water.

“Hallo,” one of the teens hailed them from a distance when he saw them riding on the trail.

“Hi!” Tom and Lynette called back.

They stopped as the small group came up the bank and across the meadow to the bike path.

“Y’rite mates?” one boy said as he approached

“Sure...?” Tom responded uncertainly while Lynette called back, “All right.”

Lynette smiled at him. “Tom,” she whispered, “The guy asked, ‘Hi, how are you?’--it’s Brit slang. You really need to socialize with the natives!”

There were three girls and two boys in the group.

One of the girls spoke. “‘Ey, I’m Jess. Tha’s Sarah an’ Liz. Da blokes are Mark an’ Rich.”

Lynette answered, “Good to meet you guys. I’m Lynette and this is Tom.”

Sarah was looking at them sharply. “Haven’t seen you in school, you new here?”

Tom shook his head. “Not from around here. We live in North London, over by East Finchley. Our school is Friern Barnet and we’re year tens.”

“Cor ... that’s a hike away,” Mark commented.

“About 18 miles from here, we figure,” Tom answered. “We’ll bike maybe 40 miles today. Lynette and I love to ride; this is our longest ride this year.”

“‘Ey, you blokes go’ ‘ime ‘o ‘alk?” Jess asked. “We’ve bin ‘alkin abou’ school an’ wonderin’ abou’ ‘hings in o’her schools?”

“Hey, you blokes got time to talk?” Jess asked. “We’ve been talking about school and wondering about things in other schools?”

Lynette looked at Tom and he nodded. “Sure,” she said. “Sit here on the grass? We’ve got ground cloths in our bike panniers ... but can you talk slower? It’s hard understanding you, you know.”

The others laughed. “Jess has a really strong Cockney accent,” Mark grinned. “We tease her about it sometimes, but she’s cool with us. Doesn’t hurt that she’s the smartest one in our class neither.”

“Oi, we got some blankets to sit on too,” Rich interrupted. “Over there with our bikes.”

He ran to get the blankets.

When they got settled, Tom asked where they went to school.

“I’ ‘s ‘Aileybury School,” Jess said. “I’ ‘s in ‘Er’fawdshire, a mile from ‘ere, an’ i’ ‘s a boardin’ school so many ov us live ‘here. Say, we go’ ‘ha’ Naked in School cobblers in our school an’we wan’ ‘o ‘ear wha’ ‘appens in o’her schools. Livin’ a’ ‘he school wi’h ‘he program ain’ like nawmal ‘cause we’re always on school grounds durin’ ‘he week—mos’ weekends ‘oo. We ‘eard abou’ in o’her schools some nasty ro’ ‘appenin an’ I read in ‘he news an’ on line abou’ o’her po’’y aw ‘awrid ‘hings; really ‘awrid.”

“It’s Haileybury School,” Jess said. “It’s in Hertfordshire, a mile from here, and it’s a boarding school so many of us live there. Say, we got that Naked in School cobblers in our school and we want to hear what happens in other schools. Living at the school with the program ain’t like normal because we’re always on school grounds during the week—most weekends too. We heard about in other schools some nasty rot happening and I read in the news and on line about other potty or horrid things; really horrid.”

Lynette and Tom looked alarmed. “Really? Potty and horrid things? What happened?” she breathed.

“Well, faw one, everybody learns abou’ wha’ ‘appened when ‘he Program jus’ star’ed up ... cor, ma’es,” she interjected when she saw blank looks on Lynette’s and Tom’s faces. “You don’ knah ‘bou’ wha’ ‘appened a’ ‘ha’ firs’ school?”

“Well, for one, everybody learns about what happened when the Program just started up ... cor, mates,” she interjected when she saw blank looks on Lynette’s and Tom’s faces. “You don’t know about what happened at that first school?”

They both shook their heads.

“Blimey ... well, ‘his one girl, erm, ‘wo years ago I ‘hink, she commi’ed suicide ‘cause she was very religious an’ ‘hough’ ‘ha’ bein’ picked faw ‘he Program was God punishin’ ‘er faw some’hin’. She wro’e in ‘er diary ‘ha’ she couldn’ figure ou’ why she was punished, so she go’ a bunch ov pills some’ow, an’ ‘ook ‘hem all.”

“Blimey ... well, this one girl, erm, two years ago I think, she committed suicide because she was very religious and thought that being picked for the Program was God punishing her for something. She wrote in her diary that she couldn’t figure out why she was punished, so she got a bunch of pills somehow, and took them all.”

“Oh hell, hadn’t heard about that.” Tom said, dismayed.

“Well, they mek every schoolkid read what she wrote in ‘er diary,” Liz objected. “Hoo cum yaouw didn’t?”

“Well, they make every schoolkid read what she wrote in her diary,” Liz objected. “How come you didn’t?”

Lynette frowned. “Oh, I heard some kids in school mention something about a school girl’s diary, in passing. It didn’t seem important so I didn’t ask about it.”

Liz looked at her. “But everyone needs ter read that. It’s in the culture class in year nine.”

“Ah, okay,” Lynette said. “We went to school in Germany last year.”

Liz shrugged. “Oh. Well. It was really heartbreaken’. If only she ‘ad told someone ‘oo she felt. that’s why readen it an’ discussen it is required; ter let babboys knoo ‘oo ter terk abart their inner feelings an’ abart treaten’ babboys in the Program properly.”

Liz shrugged. “Oh. Well. It was really heartbreaking. If only she had told someone how she felt. That’s why reading it and discussing it is required; to let kids know how to talk about their inner feelings and about treating kids in the Program properly.”

Lynette shook her head. “Somehow I think that getting some kids to open up about their inner feelings would take more than reading and discussing a diary.”

There was a chorus of agreement to that.

“Liz? Where are you from?” Lynette asked. “Your accent isn’t like Jess’.”

Liz giggled. “Naaa, not suthe London. I’m frum Burminum an’ I proudly spek Brum.”

Liz giggled. “No, not south London. I’m from Birmingham and I proudly speak Brum.”

Lynette looked blank. Mark clarified, “Birmingham. It’s hard for outsiders to catch all of our speech differences.”

Lynette nodded. “Same in Canada. Quebec has some interesting accents. The U.S. does too. You should hear the English some people in the southern U.S. speak.”

Rich spoke then. “Lots of kids in school hate the Program; they’re scared of the idea of being bollock-naked in front of everyone. Some blokes really freak out when they get picked. Happens lots in our school. What about yours?”

Lynette shrugged. “I’m not sure why our school seems to be different than some others I’ve read about in the tabloids or on line. The first day in our school, back last fall, they actually got a bunch of volunteers to agree to do their week as the first ones. And in that first week, no one seemed to go crazy and the teachers didn’t do demos, but I didn’t get to see much ‘cause Tom was sick and he had to be on meds. I was kinda making sure he was okay and didn’t pay much attention to any Program stuff.

“Then when the second week began, something happened that kinda changed everything in the whole school. What happened that morning was the main school office got trashed, like it really got wrecked badly, and suddenly the attitude of the head teacher--all the teachers, in fact--changed and teachers began paying close attention to the Program kids, like carefully monitoring the halls, keeping the kids safe, that kind of stuff. And the classroom demos were really tame compared to what I’ve heard happens in other schools. There was this rumor goin’ around in our school that a kid in the Program tore up the office in revenge or something and that’s why the teachers got so careful--they figured that people could get seriously hurt if a kid in the Program went crazy and attacked a teacher or wrecked things like what seemed to have happened in the office--crap like that. But no one who’s been in the Program knows what happened, and even more strange, it seems that no one was punished for the damage. So it’s a real mystery but the good part is that whatever the reason, the Program in our school hasn’t been all that terrible. Maybe it’s because of better security for the kids, I don’t know.”

Tom leaned over to Lynette and whispered, “Good one, sis. Nice misdirection.”

She whispered back, “Had a good teacher.”

When Lynette mentioned “security,” Jess made a face. Then when Lynette finished, Jess and Mark started speaking simultaneously.

Jess said, “Yeah, kids’ securi’y--’ha’ needs improvin’,” just as Mark began asking a question to Lynette, “Were you blokes in it...?”

“Oops,” they both said, looked at each other, and Jess motioned for Lynette to answer Mark.

“Thank God, no. I hate the idea of having to do it and I hope to hold out another two weeks.”

Mark looked puzzled. “Aren’t there four more school weeks? And you’ve got, erm, three more years to the end of sixth form?”

“Well, yeah. But for the last two weeks of school, Tom and I will be in a six-week summer program back in Germany and other places on the continent. It’s being run for some Year Tens at the end of their term at a school we’re gonna transfer to. Our school is letting us go on the trip so we’re finishing this term’s work early. And next year, the new school that we’ll be going to doesn’t have the Program. They told us they have a government exemption from running it.”

“Huh,” Mark said. “How can that happen?”

“Something to do with being an independent school, I heard,” Lynette offered.

Liz broke in, “Well, ours is independent too but the soddin’ governors agreed with the berks in the Department fer Education ter run it eya. It’s ‘cause the government wanted ter see ‘oo it ood werk in a boarden sgool an’ gave them a pot of wodja as a grant ter persued them.”

Liz broke in, “Well, ours is independent too but the sodding governors agreed with the berks in the Department for Education to run it here. It’s because the government wanted to see how it would work in a boarding school and gave them a pot of money as a grant to persuade them.”

Tom was reluctant to get into the discussion since he didn’t want to have to reveal anything of his own situation, but he offered, “We heard that our new school also is running a special government project in place of the Program and we were assured that there was no kids’ nudity involved in that project.”

Liz looked at him. “So yaouw weren’t in it neither?”

Tom shook his head, looking down, and Lynette, sensing Tom’s discomfort, jumped in to change the topic and asked, “How is the Program different at your school? Like, you live there, so someone in it has to be naked all day and night too? Can people demand reasonable requests after school is over?”

Jess grinned. “Oi, nah. Nippers can dress af’er classes are over. Tha’s a ‘iny benefi’; ‘he dawms are so close by ‘ha’ mos’ nippers wind up comin’ over starkers from ‘he dawms so ‘hey don’ ‘ave ‘o do ‘he public strippin’ each day.”

Jess grinned. “Oi, no. Kids can dress after classes are over. That’s a tiny benefit; the dorms are so close by that most kids wind up coming over starkers from the dorms so they don’t have to do the public stripping each day.”

Lynette recalled a comment Jess had made earlier. “Jess, you said something about improving security?”

“Oi, righ’,” Jess said. “I’m proper leery ov ‘ah bad ‘he safe’y is faw Program nippers ‘ere. Ain’ like your school, from wha’ you said. One ov my cousins was in ‘he Program in ‘er school in ‘he Eas’ Midlands las’ fall. Ri’a’s ‘erribly shy; she’s a li’le girl, jus’ over five foo’, an’ she’s a year eleven. She go’ picked ‘he very firs’ day ov school in ‘he firs’ group. Da nippers didn’ knah ‘ha’ ‘he Program’d be star’in in ‘heir school las’ fall so when a bunch ov ‘hem was called, ‘hey didn’ knah wha’ was up. When she was ‘old ‘ha’ she ‘ad ‘o ge’ naked, she fain’ed. When she woke she found ‘erself in ‘he nurse’s room, starkers. Da nurse came in an’ examined ‘er, ‘hen ‘old ‘er she was okay an’ she ‘ad ‘o go ‘o ‘er class—I ‘hink i’ was ‘he ‘hird period ‘hen.

“Oi, right,” Jess said. “I’m proper leery of how bad the safety is for Program kids here. Ain’t like your school, from what you said. One of my cousins was in the Program in her school in the East Midlands last fall. Rita’s terribly shy; she’s a little girl, just over five foot, and she’s a year eleven. She got picked the very first day of school in the first group. The kids didn’t know that the Program’d be starting in their school last fall so when a bunch of them was called, they didn’t know what was up. When she was told that she had to get naked, she fainted. When she woke she found herself in the nurse’s room, starkers. The nurse came in and examined her, then told her she was okay and she had to go to her class—I think it was the third period then.

“Ri’a ‘old me she ‘ried ‘o grab a shee’ off ‘he co’ bu’ ‘he nurse pushed ‘er ou’ in’a ‘he ‘all where ‘he classes were changin’. Some guys grabbed ‘er an’ began gropin’ an’ maulin’ ‘er an’ she collapsed on ‘he floaw an’ one picked ‘er up an’ ‘eld ‘er whilst ono’her boy began fingerin’ ‘er. Da nurse came ou’ an’ chased ‘he boys away, an’ even ‘hough my cousin was ‘ysterical, ‘he nurse sen’ ‘er off ‘o ‘er nex’ class.

“Rita told me she tried to grab a sheet off the cot but the nurse pushed her out into the hall where the classes were changing. Some guys grabbed her and began groping and mauling her and she collapsed on the floor and one picked her up and held her whilst another boy began fingering her. The nurse came out and chased the boys away, and even though my cousin was hysterical, the nurse sent her off to her next class.

“Instead ov goin ‘o class, Ri’a ran ou’ ov ‘he buildin ‘o ‘ide somewheres an’ ‘he equipmen’ shed near ‘he spaw’s pi’ch wasn’ locked, so she crawled in an’ ‘id under some spaw’s gear an’ cried ‘erself ‘o kip. A bi’ la’er, a boy ge’in’ foo’ball gear ou’a ‘he shed no’iced ‘er ‘here an’ called a ‘eacher, who go’ ‘he loaf of bread ‘eacher. ‘E came ou’ an’ brough’ ‘er back in’a ‘he school.”

“Instead of going to class, Rita ran out of the building to hide somewhere and the equipment shed near the sports pitch wasn’t locked, so she crawled in and hid under some sports gear and cried herself to sleep. A bit later, a boy getting football gear out of the shed noticed her there and called a teacher, who got the head teacher. He came out and brought her back into the school.”

Tom interrupted. “Wait, translation, please? ‘Kip’?”

“Sleep!” a bunch of kids exclaimed.

“What about the ‘loaf of bread’?” he asked, confused.

Sarah giggled. “It’s Cockney rhyming slang. ‘Loaf of bread’ rhymes with ‘head.’ That’s the head teacher.”

Tom shook his head doubtfully but motioned Jess to continue.

“She ‘old me ‘ha’ she was jus’ abou’ panickin’ an’ was really messed up when ‘he loaf...” She grinned at Tom, “‘ HEAD! ‘eacher brough’ ‘er ‘o ‘he classroom where she was supposed ‘o be faw ‘ha’ period, ‘he las’ ov ‘he day. She was sa’ in ‘he classroom all period an’ when i’ was over, she didn’ chip—erm, Tom, that means, um, ‘leave,’—so ‘he ‘eacher brough’ ‘er ‘o ‘he office an’ ‘he... ’ead ‘eacher le’ ‘er si’ ‘here faw a whilst befawe ‘e ‘old ‘er ‘ha’ because ov ‘er unau’hawized absence from classes, she’d ‘ave ‘o spend ‘wo weeks in ‘he Program. ‘E ‘old ‘er ‘ha’ ‘er clo’hes was se’ in a box ou’side ‘he school an’ led ‘er ‘o ‘he fron’ doaw, sen’ ‘er ou’, an’ locked up.

“She told me that she was just about panicking and was really messed up when the loaf...” She grinned at Tom, ”’HEAD! teacher brought her to the classroom where she was supposed to be for that period, the last of the day. She was sat in the classroom all period and when it was over, she didn’t chip—erm, Tom, that means, um, ‘leave,’—so the teacher brought her to the office and the... head teacher let her sit there for a whilst before he told her that because of her unauthorized absence from classes, she’d have to spend two weeks in the Program. He told her that her clothes was set in a box outside the school and led her to the front door, sent her out, and locked up.

“Ri’a saw ‘he clo’hes boxes bu’ ‘hey was all emp’y. She ‘ried ‘he doaw bu’ i’ was locked. She ‘wigged ‘er rucksack was som’mers...”

“Rita saw the clothes boxes but they was all empty. She tried the door but it was locked. She remembered that her rucksack was somewhere...”

Sarah was watching Tom closely and saw his face go blank. “Jess, wait. Tom needs help. Tom, ‘twigged her rucksack’ means, erm, ‘remembered that her um, pack’ was somewhere ... Okay, Jess.”

“Erm ... It was still in the school so she ran to ‘he back ov ‘he buildin’ ‘o ‘ry o’her doaws when she saw ‘he ‘EAD ‘eacher’s motahs drivin’ away; all ‘he buildin’ doaws were locked an’ she was starkers ou’doaws, maybe faahr kilome’ers from ‘ome. She ‘hough’ ov breakin’ a window, bu’ Ri’a’s no’ ‘he kind ov girl ‘o damage some’hin’, so she ‘ried ‘o ‘hink ov a way ‘o ge’ ‘ome wi’hou’ nonce seein’ ‘er. She didn’ knah ‘ha’ a few boys ‘ad no’iced ‘he remainin’ box wi’h clo’hes an’ figured ‘hey’d ‘ake ‘hem an’ wa’ch ‘o see who ‘urned up.