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Description

Well, I have begun submitting transformation captions. I hope to get into the habit of at least one a week but here is my first:

            It had been a week since classes were re-organized by gender and the re-introduction of school uniforms. The new provincial administration was quite obsessed with the restoration of more...er...productive forms of morality over what was merely fashionable. In particular, the restoration of traditional gender roles was seen as essential to improving overall social confidence in everything from the birthrate to psychological health to civic participation to communal pride.

            Naturally, there were the usual obstacles of strident moral disgust among the older generation who had promoted permissiveness but young minds, as demonstrable since the "Third Wave" Experiment of 1967, could be surprisingly malleable to new ideas that their social superiors described as "cool".

            Hence, a new sense of pride and contentment emerged among boys being boys and girls being girls. This was particularly the case as each gender was made to believe that they were really in charge. In the male classrooms, the new teachers emphasized the virtues of male intelligence, reliability, utilitarianism, and industrious by contrast to the docile females, who would become their semi-sentient pets upon maturity. Meanwhile, the females were taught about how fun it will be as the object of a man's affection as their beauty and feminine vulnerability compelled men to do all the brainy, lifty work for them. After all, EQ trumps IQ in terms of manipulating the behaviour of others and females have more of the EQ!

Description

Well, I have begun submitting transformation captions. I hope to get into the habit of at least one a week but here is my first:

            It had been a week since classes were re-organized by gender and the re-introduction of school uniforms. The new provincial administration was quite obsessed with the restoration of more...er...productive forms of morality over what was merely fashionable. In particular, the restoration of traditional gender roles was seen as essential to improving overall social confidence in everything from the birthrate to psychological health to civic participation to communal pride.

            Naturally, there were the usual obstacles of strident moral disgust among the older generation who had promoted permissiveness but young minds, as demonstrable since the "Third Wave" Experiment of 1967, could be surprisingly malleable to new ideas that their social superiors described as "cool".

            Hence, a new sense of pride and contentment emerged among boys being boys and girls being girls. This was particularly the case as each gender was made to believe that they were really in charge. In the male classrooms, the new teachers emphasized the virtues of male intelligence, reliability, utilitarianism, and industrious by contrast to the docile females, who would become their semi-sentient pets upon maturity. Meanwhile, the females were taught about how fun it will be as the object of a man's affection as their beauty and feminine vulnerability compelled men to do all the brainy, lifty work for them. After all, EQ trumps IQ in terms of manipulating the behaviour of others and females have more of the EQ!