Friday, February 1, 2013

Kammi's Serial



WHAT IF? PART 25


Previous:

“I am not ready to make a final decision on whether it was rape or not. I might need to have the crime re-enacted before I decide” Mildred countered and gave Lin Lu a big smile.
Lin Lu returned the smile as both women stood up and embraced. With no panties in the way, she wasted no time getting her finger inside Mildred’s pussy and Mildred wasted no time reaching a climax.
“Wow! Guess the verdict is not guilty, my love” Mildred exclaimed after getting her breath back.
“See you next week, hon” Lin Lu said as she unlocked and opened the door to her office to let a beaming Mildred out.


It was a very busy year in Roseville. After Lin Lu approved the final draft of the design for the school, construction began immediately. Lin Lu wanted it to be open for the fall semester next year, and it was. The townspeople stopped by every day to check on the progress. After all, this was their school where their children would be educated. Most were surprised to see female supervisors in their pink hard hats giving orders to the primarily male labor force. However, once the buildings were closed in, the interior work had a majority of female workers. Whereas the existing three story high school was over a hundred years old with a dingy old brick façade, the new school would be two floors with multi colored siding of marble and stone. There would be three buildings in all, connected by  glass enclosed  walkways. The main building, and the most beautiful, was the Scholastic Wing, connected to a more modest Vocational Wing. Both were connected to the fantastic Fitness Wing sporting a gymnasium and an indoor swimming pool, the only one in the county and something new for Roseville. Outside, there was a sports field, track and tennis courts. It was quickly pointed out that the field only had field hockey goals but no football posts. A unique item was an herb and flower garden.

Also quickly noted was the fact that all bathrooms were unisex, which was somewhat of a misnomer. There were no urinals and the tiled finishes were all pastel colors, in keeping with the rest of the building. Even the toilet paper was pink with just a hint of perfume. Soaps were the same, though their perfume was stronger. White wicker baskets on the vanity held tampons in one and sanitary napkins in the other. Class rooms in the Scholastic Wing were smaller than usual, were carpeted and had a large round table in the center to accommodate 14 pupils at a time plus the teacher. Lighting was soft and there was not a florescent bulb to be found. The classrooms in the Vocational Wing were larger in a tiered, lecture style fashion. They all did have the standard fluorescent light fixtures. The classrooms were all on the second floor level. The ground floor level housed the so called “Labs”. One was an oversized beauty salon used by the Cosmetology Department containing twenty styling stations, a row of ten shampoo sinks, and a two tiered platform with thirty hair dryers. Another room had a restaurant style kitchen for the Culinary Arts Department. The Fashion Department had large Formica covered tables and rows of small tables with sewing machines and dress dummies. The Secretarial Department had a room filled with desks with typewriters on top. Lastly, the Domestic Arts Department had three commercial size washing machines and dryers, five heavy duty steam pressers and ten ironing boards that folded out from wall cabinets, deep laundry tubs, and shiny chrome clothing racks on wheels.

Everybody in town was enthralled by the luxury of their new school after the dedication and open house two weeks before school started.  

There had been some grumbling about wearing uniforms with comments like “It’s not a damn Catholic school” and “We have a Constitutional right to dress as we like”. The excellent PR team that the board had hired did a wonderful job of soothing the complainers, pointing out that in almost every other school in the world, uniforms were required, especially the “better” schools. The uniforms were unveiled at a mini fashion show at the open house. Several pupils modeled the basic uniforms and the sports and gym outfits. All were designed with the school colors, pink and mauve. The school flag was raised for the first time on a flag pole outside the Scholastic Wing, next to the national and state flags. Like the welcome road signs, the flag had a pink background with a mauve rose in the center. It had a white ruffled border. A future seventh year pupil displayed the uniform to be worn by the seventh through tenth year classes: black flat shoes, white, knee high textured stockings, a traditional plaid, pleated skirt, - pink and mauve, of course, - and a starched white cotton blouse with a wide, flowered tie. She looked so cute with her banana-curled pig tails on each side of her head. Once she had made her back and forth stride down the runway, she stopped and popped a pink beret on her head, slanted, and secured it to her hair with a silver clip on each side. Next came the uniform for the senior classes, 11th and 12th years. There was a bunch of “oohs” and “aahs” when the model maturely strutted down the runway. Though she was only sixteen, she could have passed for a fashionable career woman, which was the aim of the board. She wore black, 2” pumps, sheer nylons, a gray, tight, pleated wool skirt and a cream satin georgette tie neck blouse. Her stylish hair do was both feminine and professional. Perfectly polished red nails were seen when she playfully removed her white dress gloves. A close up would have revealed her light make-up.

“Now, ladies and gentlemen, there are two more garments that comprise the uniform but modesty prevents us from showing them to you” the master of ceremonies said into the microphone. “Since this is the Dryfuss Academy, of course all of the pupils will wear products made right here in Roseville by Dryfuss Enterprises – pink girdles and slips. The juniors will wear half slips and the seniors full slips. The girdles have been custom designed just for pupils of the academy. They have a mauve rose embroidered on the front. The juniors will wear panty girdles while the seniors have the option of panty  or open bottom styles. Any questions?”

A man raised his hand and was recognized.

“How about the boys?”

“Well, since Dryfuss Academy does not discriminate between genders, all pupils will wear the same uniforms.”

There was  a hum of muttering from the audience.

“Is there a problem with that? After all, what’s good for the goose is good for the gander, right?”

She laughed to herself thinking that this was not entirely true. In fact, the boys would wear a somewhat modified girdle. It would be much thicker and tighter than the ones the girls wore and have a pouch to hold back their bits.

Her comment was followed by a chorus of applause and laughter. Yes, equality had come to Roseville, to the shock of some of the teen age boys in the audience.

Because of the radical changes in the new school it was felt best to start off with just the first two years classes, and add two more each year until the full transition was completed with a total anticipated enrollment of 600. (The campus was built to accommodate 1,000 pupils for probable population increases and possible tuitioned pupils from surrounding towns.)  The various experts in education thought it would be too overwhelming for a current sophomore or junior in the traditional high school to adjust to the philosophy of Dryfuss Academy. The younger pupils could be adapted easier. Since the academy was the public school for Roseville, the originally desired “entrance exam” had to be replaced by a “placement exam” since every pupil in the town had to be admitted. The carefully crafted exam was quite extensive, measuring not only academic abilities but also future career choices and the pupils’ talents and social preferences. Once they had completed the written exam, each pupil was individually interviewed by the chair of the board of trustees, the newly hired headmistress Mrs. Elizabeth Taylor-Newcomb, and the school psychiatrist, Dr. Wendy Lovely.  Amazingly, of the 200 new pupils to be admitted, only 20 boys were determined to qualify for the Scholastic school while the other 80 or so boys would be assigned to the Vocational school. (Lin Lu would have liked to see only girls attending the Scholastic school but the academy attorney advised that this might be challenged legally and even the token 10% that was admitted might be questioned. Lin Lu was not concerned about this with the hard evidence of the placement exam to show how well the girls scored over the boys. And she said this with a straight face! In fact, the exams were rigged to favor girls.) The boys selected to attend the Vocational school were in turn assigned to one of the various departments based on their indicated career choices and determination by the entrance panel where they were best suited, though in fact only two had indicated a preference to attend any of the Vocational school departments, deeming them to be “girly” courses. The bottom fifteen were placed in the Domestic Arts department which would essentially train them to be future janitors, maids, and laundry workers. On the other hand, a number of girls indicated a desire to go to departments like cosmetology, fashion, and secretarial. None was assigned there but could take such courses as extra-curricular electives. The powers to be determined that all of their girls would become professional level workers and every effort necessary to achieve this goal would be made. While a girl might be interested in becoming a hairdresser, this would be discouraged but she would be steered to become an owner of a beauty salon. All of the boys in the Scholastic program would be required to take courses in each of the five Vocational school departments, but girls would not be. This seemingly discriminating policy was supported by the comment made by the headmistress “Girls naturally learn to type, sew, do laundry, learn hair and make-up techniques, but boys have to be trained in these skills”. The truth of the matter was that, by the time the academy opened, more boys were routinely cooking, cleaning, and washing and ironing their family’s clothes than any of the girls. And more than half of the new boy pupils were quite comfortable wearing a dress or skirt. This was life in the “new” Roseville.

On opening day, 206 pupils gathered in the auditorium for a welcoming speech by Lin Lu and the headmistress. Each one was screened at the entrance doors to make sure they complied with the proper uniform and hairstyles. (A notice sent out at the beginning of summer stated that pupils would be required to have uniform, shoulder length hair that had been set according to the style determined by the cosmetology department teacher. While a handful of the  boys had not been able to grow their hair to the proper length in that time, it was still long enough to hold a roller set. The style stipulated curled bangs and a tight flip. By then end of the month, all of them would have received a mandatory permanent wave. Only two pupils were not properly attired,  both boys, and they were given detention in the laundry department for the week where they would spend two hours after school washing, drying, and folding clothes brought in by faculty members. And they had their hair set tightly in small rollers by students in the cosmetology department which they had to keep in overnight and in school for each day of detention. Three boys did not have the pleats in their skirts as sharp as they should be and they were given detention where they had to press the skirts of any pupil that wanted to drop off their skirts after school and pick them up in the morning. At the end of the week, the three boys had ironed over 150 skirts, many of which they did each day of their punishment. Remarkably, no girl was given detention.

While pupils in the scholastic program attended class in their uniforms, everyone in the vocational program was given a pretty smock to wear over their uniform. The smocks were of different pastel colors according to their allocated department but all of them had a lovely white lace hem, nine inches long. The cafeteria was staffed by three professional chefs and boys from the culinary school acted as assistants, mostly doing dishes and clean up duty at the beginning. They were also required to act as waitresses to pupils in the scholastic school. Pupils in the vocational school lined up and had their food dished out to them on their trays. Likewise, when lunch was over, the scholastics just left their dishes on their table to be picked up by the culinary pupils. The vocational pupils carried their trays and dishes to the stainless pass through after they had scraped any leftovers into the trash barrels. After the first month, scholastics could make appointments in the cosmetology to get their hair and nails done after school. Most of them took the opportunity to do homework while they had their hair rolled and sat under the dryer. It was amazing to see how quickly the scholastics, at such a young age, assumed their rightful role as superior to the vocational pupils. They sat quietly under their dryer reading while they had their hand and toenails polished with no exchange of words with their fellow pupils. And while many of the vocational pupils began to wear their curlers home, no scholastic pupil did this. Of course, the fact that the vocational pupils were not allowed to use the dryers contributed to this difference.

The scholastics worked hard at their courses with class sizes not exceeding 14 pupils. They had required, supervised homework every evening except Fridays. Here they had one on one tutoring with their teachers. Dinner was also prepared and served by the culinary students. Secretarial pupils would be available to type reports and daily notes and file them in the individual’s binders. Yes, the scholastics were spoiled in many ways but they also worked the hardest.

The vocational pupils opened the day with two hours of “practical experience”, meaning they  worked  doing jobs in whatever department they were assigned to. Domestic Arts pupils vacuumed, washed floors, cleaned bathrooms and emptied waste baskets and did the faculty’s laundry. Some initially complained about how messy the girls were leaving towels thrown on the floor in the shower rooms and, even worse, discarding soiled sanitary items anyplace they felt like. They were the first to get a taste of the Headmistress’ cane.  Secretarial students did correspondence work and filing  for teachers and the main office. Fashion pupils made clothes for themselves and staff, mended tears, hemmed skirts and dresses, and such. Culinary pupils did the obvious. Cosmetology pupils washed and set each other’s hair every day, resulting in these pupils wearing curlers for the rest of the day until their hair was dry. The next two hours found all of them in  large, up to 40 pupils, classrooms, in traditional studies “reading, writing, and “rithmetic”. By the end of their six years at the institute that  would have received enough credits to get a high school diploma - barely. Their homework would be just that, practicing all the “practical” skills they had learned that day. Needless to say, their mothers and sisters were more than happy to assist them in this work, pointing out places that needed cleaning, supplying clothing to be washed and ironed, allowing their brothers to give them manicures and pedicures and doing their hair, and washing all the dirty dishes that had accumulated by the evening. In all of these practices, the extent and level of performance would increase each year. Concurrently, the boys would become more and more accepting of their submissive roles in society while girls would claim their roles as the dominating gender.

It was planned that the last two years for the scholastics would also be a finishing school for them, preparing them for leading positions first of all in college and graduate school and eventually in their chosen careers. They would all be poised, mature, outgoing ladies, ready to take on the world. They would have learned to give orders to their male counterparts in the vocational school. It was also recognized that Roseville would not be able to provide all of them the high level positions they were trained for so these ladies would become “missionaries” to spread the gospel of female supremacy all over the country and eventually the world. The “good old boy” network would be replaced by a far more cohesive and effective ladies network. Lin Lu hoped that she would see at least the early start of this new world order in her lifetime.

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