Lord of the Flies: Learning How to Love [UNFINISHED]
  • Reads 2,024
  • Votes 73
  • Parts 12
  • Time 1h 44m
  • Reads 2,024
  • Votes 73
  • Parts 12
  • Time 1h 44m
Ongoing, First published Dec 04, 2019
Mature
THIS STORY IS AN UNFINISHED PROJECT. I have no plans to finish it. 

After taking more than enough time on both of their parts to comprehend what ensued on the island, Jack and Ralph mistakenly befriend one another during Eucharistic Adoration. While shielding hidden fears and hormonal, fake feelings for one another; even the concept of love itself, they unknowingly begin the tedious process of learning how to love. Their constant inner schooling section ends quickly when the realization is made that a beast still lurks in the shadows... and it's creeping up on them by the second.

This story is an introduction to my Lord of the Flies au. [canceled]
It takes place in 1952, a Catholic school in the UK, with occasional flashbacks to the island.
I didn't live in 1952, obviously, so not a lot will be accurate. I have to go off google and instinct. Historical trauma may not be accurate to real history. I'm not making the "It's my au! It can be whatever I want!" excuse, it's just in means to help me write this. It's already difficult as is. This shouldn't be perfect, either. I wrote this for fun and for coping.

i started off drafting this as a gift for my (now EX) best friend, which is also symbolic for my feelings towards him/how he helped me learn how to love.
i portray myself in jack, i portray my bsf in ralph.

the island is symbolic for a time period in which i devoted myself to someone i shouldn't have. january-april was the time frame that ensued, so i used those dates as the duration the boys spent on the island. 
this isnt based on either film, just the novel and my own added scenes.
All Rights Reserved
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𝐋𝐨𝐫𝐝 𝐨𝐟 𝐭𝐡𝐞 𝐅𝐥𝐢𝐞𝐬, 𝐎𝐮𝐫 𝐋𝐨𝐯𝐞 𝐢𝐬 𝐆𝐨𝐝 cover
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In Book 1, Jack conspires with friend Jeremy to undermine their racist, secessionist teacher's efforts to poison his students' minds with his benefits-of-slavery lectures. Will the students buy into it? Not if Jack has any say. The book is dedicated to my brother and to my old friend, Jack, the latter who, at 19, was killed speeding in his too-fast car, alone, in 1971. We met when I was a first grader at a Groton, Massachusetts parochial school. Jack was in second grade, I was in the first grade. One day Jack began teasing on the bus ride home so we got off at his bus stop to fight. I was little - he much bigger. He pinned me to the ground, forced me to quit. That kicked off our friendship that lasted years. Jack was a pitcher on the high school baseball team. He was so fast - somewhat wild. I was afraid to bat against him. He tried out for a professional farm team but didn't make it. He worked in the local factory and had no real career designs other than in sports which were the center of his life. Not long after his failed attempt(s) at major league baseball, he smashed into a tree at high speed on a quiet road early one morning. Jack had a 'hero complex' - needing to be the center of attention. He excelled at sports but wasn't interested in academics. He bet everything on his sports abilities that wowed neighborhood friends growing up. This story also is dedicated to both Jack and my brother, Paul, a friend of Jack's. Paul passed in January, 2016. I finally started Jack's story in 2000 when I began teaching in New York City. It dawned on me one day to transport Jack as a composite character - i.e., a character who has qualities and characteristics that Jack had but who also possessed ones he didn't have - into 1860's America. In the book, Jack becomes the hero - a status that mostly evaded him in real life. I think he would have been proud of the story. Many events are entirely fictional - some are not. All characters are fictional or partially so.