He was born shortly after his parents separated and divorced. Neither were bad people, just spoiled, children of rich parents, with too much booze (no drugs as such usage being not socially acceptable), too much idle time and too sexually active. His mother raised him on a farm that raised crops as well as its complement of farm animals. They had run off and gotten married in the 1930s and lived in the south where her family had a plantation, not in the sense of thousands of acres but rather 300. Neither family wanted the two of them to return to their northern roots due to the socially unacceptable behavior. He had been divorced and she had married somewhat beneath herself. She named her son Thomas after a long since dead great uncle. The year was 1946.
In addition to crops the normal farm animals were raised on the farm and the boy, Thomas, was involved in the day-to-day activities associated with a normal farm. He fed the chickens, helped with baby pigs and calves. While he witnessed the breeding of the animals, he really was too young to appreciate the big dicked bulls reaming heifers, the excess sperm freely running from the vaginas of the females; the screw type penis of the hogs entering into the sows. What he did witness and participate in was the ?nutting? or castration of these animals. His job was to assist with the hogs with two of the farm hands holding the baby pigs on their back with legs spread and a third teenage African wielding the sharp knife that was used to split the scrotum held between the two fingers of the left hand, and then the ?mountain oyster? pulled out, quickly cut and dropped into the clean Maxwell House coffee can to be cooked for breakfast, and the process repeated. After the nutting was complete, Thomas? job was to take a second coffee can filled with a mixture of creosote and anti-infection medicine and to brush some of the mixture into the now empty scrotum.
Calves were ?gelded? in a different process using an instrument that looked like a pair of snipes except that the handles were pulled apart rather than squeezed together, resulting in the cords and scrotum being crimped to cut off the blood supply causing the withering and drying up of these vital parts. Some several days thereafter, these appendages fell off. The Africans were not pleased that this new type of castration instrument was used as they were deprived of the food source. It was not a racial deprivation, rather it was the Africans who were assigned the job and the boy also was deprived of this ?delicacy?. Later in his life, he often wondered if this experience had any impact on his likes and dislikes.
Thomas did well in elementary school and enjoyed life, having as his primary friends the sons and daughters of the black farm hands, race never really being a matter that was of any import. By the time, he was in the third grade it became apparent to his maternal grandmother that something would have to be done. On one of her visits she realized that she had difficulty understanding her grandson as he spoke a language somewhat different from the English spoken by her other grandchildren and even made stronger her determination that this boy be kept from the rest of his family and friends until he was molded and taught social graces. Her challenge was to find a school, which would take a third grader that could not be understood; finding such a boarding school was not easy but one was found and Thomas at age 9 was sent off from his home and friends. Needless to say the school was ?lilly white? except for the kitchen, cleaning and yard help all of which were African.
Thomas quickly made friends with the other boys his own age ? there were 10 other young men in his grade at the all male school. The school went through the 12th grade and the boys slept on sleeping halls; all one large room with beds about three feet apart. The young boys too young to understand the significance or implications and were assigned to older boys called big brothers who were officers of each class starting with the 10th grade. The big brothers? beds were beside the younger boys so that they could lend a hand and be there for the boys in the 3rd, 4th and 5th grades. Boys in the six through ninth grades were in limbo or continued their ?relationship? with their big brother; a decision arrived at mutually between the two of them.
Thomas was chosen by the president of the 10 grade, a young man (as Thomas was to discover he sure as hell was no boy) by the name of Hugo. Hugo was tall, dark complexioned with a great smile. Even in the 10 grade, Hugo had hairy arms, armpits, legs and a hairy bush around his prick. Hair on the body was not something that he had been exposed to with the only male influence being the farm hands who he really never saw naked. Thomas was to shortly learn that Hugo was endowed with a penis that was about 5 to 6 inches, fairly thick and was suspended above two testicles that were average size encased in a sack that hung down and that worked overtime-making sperm. Hugo had a brother, David, who was in Thomas? grade but whose bed was across and on the opposite end of the sleeping hall from Hugo and Thomas. He became a friend of Thomas? and was exposed to the same experiences as the other boys in the 3rd grade; Thomas and David having no prior exposure to each other or by their families were to lead lives that strangely were to converge throughout their lives.