1. The employment, education and occupational training of men will be encouraged and supported as a priority over the employment, education, and occupational training of women, particularly those women who are mothers or potential mothers (i.e. between 20 and 35 years of age).

2. Men will be trained to be self-supporting and independent; women will be trained to be other-supported and dependent and will be actively discouraged from acquiring those skills which would help them become self-supporting and independent, particularly if they are mothers or potential mothers.

3. Women will be used as an economic/employment cushion to be drawn on in times of need such as wars and other national emergencies, and to be discouraged at. times of high unemployment and economic recession. They will be used to do those jobs which men prefer to not do, or cannot do.

4. Just enough women will be educated, trained and employed so as to make it difficult to argue that women as a group are being mistreated. If women use an economic argument, society will counter with an emotional one; if women address the emotional issues, society will insist that the issues are economic.

5. The value of the mother will relate directly to the number of children she bears and raises. This value will decline as over-population becomes a "problem"; and as the birth and infant mortality rates decline and life expectancy increases. Women no longer spend half their lifetime bearing and raising children, and the majority of those they do bear reach adulthood without major difficulty. Women may spend 10 years engaged in the formative stages of child-rearing but, for most women, this valued stage is allover by age 40, the mid-point of life.

6. Those families who are not competent at child-bearing or child-rearing or who are not financially-independent will need to be supported through a variety of government services. These include:

• special social and financial services for families in which one or both parents are incompetent, ignorant, physically or emotionally unwell, negligent, deviant, or just plain unlucky; and

• special educational and financial services for families which need assistance to become self-supporting. i.e. female-headed one-parent families; and two-parent families in which the male parent is under-employed, unemployed, unemployable, or instutionalized.

Such dependency will not be actively encouraged.

7. A conflict will exist between the need to help low-income female-headed one-parent families to become self-supporting and the societal preference that children should have a full-time mother in attendance. This conflict will result in conflicting statements from administrators and legislators about day care subsidies and welfare benefits and forced employment of able bodied welfare recipients. At the operational level, agency personnel who function at the interface between agency and clients will be confused

8. A conflict will exist between providing day care as a subsidized, essential service to low-income mothers and a convenience service to middle and upper-income mothers. This conflict will show up as inconsistent policy regarding funding to the service provider for capital and operating expenses.

9. Discussions about governmental policy will avoid the underlying emotional issues if at all possible, through a series of defensive mechanisms which include: denial (eg. most mothers want to be at home anyway); suppression (eg. talking about it makes mothers upset and confused); rationalization (eg. mothers are performing an essential service which cannot be replaced).

10. The mother will be considered the primary agent involved in rearing the children to become competent adults and the primary scapegoat when something goes wrong. Teachers and the educational system run a close second. This will never be stated as direct policy but will be implied in the wording of the policy and in the statements of the policy makers.