New Study Policies at Lumpy Mountain County High School

Starting today, new racial integration policies will be applied at JFK High School in Lumpy Mountains, as this community is proud to be the first to welcome young refugees between the ages of 16 and 21, displaced from conflicts in their countries. of origin, especially from African countries (approximately 99% of refugee scholarship candidates).

As a result of this and as the target population is of an age to integrate into a rapid normalization of their schooling, through intensive study programs, the boarding school system was created, where a student who is a natural resident of the town will live together during the rest of the current school year, so that he can be his academic tutor in those subjects in which the scholarship refugee student must be updated, applying policies that, by consensus of the opinions collected by the first shipment of refugees, we were able to compile and that were finally will adopt:

1. Refugees will not seek to implement a cultural change, because many of them are precisely refugees due to cultural rejection in their country of origin (case of the LGBTQ+ community in the vast majority of African countries).

2. As a consequence of the above, the guardians will not try to indoctrinate the refugee bears into their culture; It is expected that from this experience a new culture will be born with new social roles, without racism, discrimination based on gender identity, among other discrimination factors. .

3. In this sense, during the first year, tutors and refugee students will be grouped in same-sex pairs. In that first year, it is expected that there will be an intense exchange on cultural aspects between both groups so that they know each other less and the natural process of establishing links of real friendship between both target populations begins.




4. If the refugee student must live with another white male counterpart, and this is from a community that considers the erection of a white penis offensive (in communities intensely affected by colonialism). If it is accepted by the student white resident, during the year of cohabitation while in the common room area of the boarding school, the use of a chastity device will be mandatory for the white student, this rule extends to white male visitors in said area.


5. In cases where it is consented by the new partners, whether male or female, sexual exploration activities will be allowed, even promoted as a rapid policy of normalization of the anatomy of both groups, in the cases of refugee students who will consider If the erections of white penises are offensive, it will be optional for the white boy to remain caged in chastity, or failing that, he will be supplied for sexual exploration sessions with chemical supplements that would inhibit said erections, but that would also serve as sexual aphrodisiacs that will relax the anus. of the white boy, in case the exploration sessions involve activities where the black boys measure the white boys' ability in terms of the elasticity of the anal cavity, as well as their adaptation to penetration, either with objects that are equipped for this type of exploration sessions or with their cocks. Identical aphrodisiacs would be available to the rest of the white boys who did not have the restrictions of anointing a chastity cage.



6. In the case of female students, they would be provided with black phallic prostheses, so that they could also practice penetrative sex, which would be attached to their hips using harnesses; some prostheses were even bidirectional and should preferably be inserted into the vagina. the girl who assumed the active position, and by fixing it, the signatories allowed their partner's penetration while stimulating themselves.

With these rules, the course begins in the high school of the small white community, the 500 refugee students, mostly men (around 80% of the scholarship recipients) are expected to integrate with their white classmates, allowing healthy and no racial baskets.


As a result of this integration policy, the need arose to start new academic courses that would allow better adaptation to coexistence in student residences. For example, a new mandatory course was opened called: Intercultural Relations of the White Boy with Black Cocks, whose objective is the study of the instinctive reactions of white boys when they are near a black cock, as well as the normalization of these black refugee students about such reactions, to harmonize the naturalization of LGBTQ+ relationships in the Western world, with the experiences of these refugee students, promoting in the classroom, for example, blindfold games for white and black children, some of They were asked to identify with their hands the objects they felt with their hands and describe the sensations they experienced. they produced the touch, smell, and taste of said objects (in the case of white children); and for black guys, describe the sensations of stimulation they will feel from their black cocks. These exercises were done simultaneously and with the pertinent measures so that not even the white boy knew that he was interacting with a black rooster, they thought it was some strange species of warm-blooded snake, nor did the black boys know that these stimuli did not come from a girl, and then told her through the noise-isolating headphones to take off the blindfolds and be surprised at what was happening.

In 99.9, the reactions went from surprise and fear to a rapid normalization due to the skill of the teacher in charge of the practices, who reminded them of the pleasurable creations described by both participants, for example, 100% of the white boys described that the object they Despite being long, it seemed to be a kind of friendly snake, hot, with a soft texture but it had certain slightly noticeable protuberances on the skin (veins), its thickness was not regular, and the smell it gave off was reminiscent of musk. or something salty, when asked to try it, many remembered a certain salty taste, thinking that it was some kind of sea snake, with a mushroom-shaped head, which some described as having a membrane that covered it and others did not, and that Faced with the intense intention, as a defense mechanism, enlarged twice its size and became rigid, the majority described that in their touch, it seemed to them that snakes in a relaxed state, measured between 6 to 9 inches in length and that in alarm They could measure up to 12 inches, feeling that their thickness also changed from 4 to 5 inches to 6 to 7 inches in a state of alarm. The surprise on the faces of most of these boys was such when they described that it was their new roommate's penis, it was accentuated when the evidence remained in most of the descriptions that when asked if they would adopt what they described as an inseparable and intimate friend, 100% responded affirmatively, some indicating the reasons and the majority because of the sensation of flavor that the peculiar skin produced, as well as the heat that was transmitted by something so strange that they could not see, remaining remarkably all of them. these guys discovering the deception.

For their part, black boys, between 60 and 70%, considered that the woman who stimulated their penis noticed a certain experience or dominance since she did not cause any pain due to poor manipulation, and on the contrary, they noticed a certain spirit of affection and care they devoted to their cocks, or percentage to the question of whether they would feel satisfied with a commitment to that supposed girl in giving them those massages and daily attention, but already as sexual practices aimed at masturbation or fellatio. Without ruling out the possibility of penetration, whether they would be happy with them or would prefer a girl, they all responded affirmatively, indicating that they were not expecting the opportunity to be alone with them.

The remaining 30% were a little more demanding but they all agreed that if they were allowed the freedom to teach these so-called girls the correct ways to give pleasure, they would without hesitation take them as concubines.

The surprise was for these black boys that upon discovering that it was a white boy, 60% did not regret their choice, hinting that being in private they expected such exercises to continue without bandages and move towards a deeper understanding (( (at least much deeper into the white children) so that they discover what substance produced the salty taste and musky smell.

Another 30% had certain doubts or fears but were perhaps inclined to try the boy a second or third time in other more active exercises to discover if the sensations produced were as good as those of having them with a girl (100% of It was known that These immigrant students from both countries were already sexually active, unlike the white students who only 10% had had sexual relations, of which only 40% had consisted of penetrative relations).

The remaining 10% of black children were reluctant to have other similar experiences. This percentage coincided with the population of black refugee students who considered the existence of a white penis capable of having erections offensive. Two courses were designed for this population. specials kept secret from the rest of the students, with both parties establishing confidentiality agreements on the academic material.


The special courses were the response to the first surprise exploratory interactions between black cocks and the manipulation techniques of these large penises employed by white boys, in social experiments where each control group did not know exactly what was going on (for example, being blindfolded).

In these experiments, it was detected that 10% of the population of black boys on scholarships as refugee students felt deep apprehensions about white roosters. Through deeper studies, it was determined that such aggression did not fall on the whites themselves or on their geniuses, but on the concept of masculinity.

Faced with this situation, the school council for the normalization of cultural integrations, under a special and confidential curriculum with a gender perspective, devised the creation of two mandatory academic subjects for black students and optional ones for their certain white classmates, as long as The latter were willing to sign confidentiality agreements and undergo the techniques and treatments that would be developed throughout these courses. Otherwise, the student was resigned to another course and another student who was willing to accept the conditions was nominated.

Of the initial group, 70% of the boys agreed with the conditions of the courses, having only very general information about their content.

The first course would be called Rites, Gods and African Culture, where the cultural basis that justified the apprehension that existed on the part of this group against white masculinity would be studied to understand the most radical black students, reviewing the history of some events of slavery. At the end of the 19th century, when the division of Africa occurred, and since in deep Africa there were cults where that demon was identified with the genius members of the white man, sacrificial symbols were made where effigy was cut that simulated being white roosters. or testicles.

They would also be taught the importance of permanently maintaining chastity cages when interacting with these cultural groups and the latest interaction techniques discovered by some ethnologists, who had even practiced castration (castration) of their testicles in containers of white seed, an element that cultists of those tribes identified with white masculinity, said ethnologists becoming incorporated into the tribe as part of the so-called boys in friendship in bed, a homoerotic practice common among the young men of the tribe in puberty, which was learned from relationships sexual relations with their adult member friends, due to the strict rules of separation of the sexes, where the coexistence of a man and a woman could only be allowed when they were paired by the parents of their respective clans.

The second theme was called cultural integration practices, where white children are instructed in the correct way to use the chastity cage, preparing their bodies to be young men of service just like the progressive white ethnologists who had discovered the form of integration, finally, the variants of testicular castration, giving an appendix to the course where the voluntary surrender of their white testicles to the gods of those black cultists was staged with the white students, being celebrated with group welcome parties. the white children of the tribe in the respected position of children of bed friends and concubines for life (a kind of passive relationship of the concubine, who must serve the alpha in bed, on days when the woman is unwell or pregnant advanced).

In the first academic year, the result was that 100% of the white boys who lived with these groups of black youth from this tribe had stopped using their chastity cages and had fully integrated into their private groups as friendship boys. bed, 50 boys who voluntarily gave their testicles to the black gods of that tribe, resting on their altar 100 testicles cut out of devotion.


The creators of the program estimated that there were only 3,423 male members of the tribe and that some 1,567 candidates for the school plan were eligible (in the program's age parameters), who in the second stage would be given priority, even more so with the possibility discovered by some ethnologists that the members of the tribe have the habit that a man could theoretically have at his disposal (in the past when there were many more of them and they dominated other local peoples), the accumulation of every centimeter of their virile members of a couple of boys and girls from subjugated minor tribes, a practice that had been lost due to the decline of the tribe's political power.

Given this information, the program proposed the refoundation of the tribe in America with its new generations (the only transferable members given the immigration and program restrictions), so that through the system of studies implemented they could resume this practice with the white population of the secondary school in each county, efforts that they will try to implement as soon as possible, given the data on the average measurement of their penises, which determines around 12 inches, which, multiplied by the number of candidates, gave a projection of the couples of white boys who would integrate fully with that tribe in a new society, this estimate being the number of 94,020 white participants initially identified as males, in permanent chastity until the day of the ceremony that would be replicated in all schools in the county, it was expected that given from a progressive perspective , these tribal boys, who would be paired with female members of their own tribe, would agree to have only concubines for white boys between the ages of 16 and 18 in the first year of the special program. and they would voluntarily renounce their testicles, so perhaps with the offering of 188,040 white testicles to the altar of the gods of that tribe, they would perform the miracle of avoiding their disappearance, being the most ambitious plan for radical genital change ever implemented. , but according to the organizers, they hope it will be a success.