61
" But of all the things which I have mentioned that which most contributes to the permanence of constitutions is the adaptation of education to the form of government, and yet in our own day this principle is universally neglected. The best laws, though sanctioned by every citizen of the state, will be of no avail unless the young are trained by habit and education in the spirit of the constitution, if the laws are democratical, democratically or oligarchically, if the laws are oligarchical. For there may be a want of self-discipline in states as well as in individuals. Now, to have been educated in the spirit of the constitution is not to perform the actions in which oligarchs or democrats delight, but those by which the existence of an oligarchy or of a democracy is made possible. Whereas among ourselves the sons of the ruling class in an oligarchy live in luxury, but the sons of the poor are hardened by exercise and toil, and hence they are both more inclined and better able to make a revolution. And in democracies of the more extreme type there has arisen a false idea of freedom which is contradictory to the true interests of the state. For two principles are characteristic of democracy, the government of the majority and freedom. Men think that what is just is equal; and that equality is the supremacy of the popular will; and that freedom means the doing what a man likes. In such democracies every one lives as he pleases, or in the words of Euripides, 'according to his fancy.' But this is all wrong; men should not think it slavery to live according to the rule of the constitution; for it is their salvation. "
― Aristotle , Politics
70
" Little girls ought to be taught and brought up with boys, so that they might be always together. A woman ought to be trained so that she may be able, like a man, to recognise when she's wrong, or she always thinks she's in the right. Instil into a little girl from her cradle that a man is not first of all a cavalier or a possible lover, but her neighbour, her equal in everything. Train her to think logically, to generalise, and do not assure her that her brain weighs less than a man's and that therefore she can be indifferent to the sciences, to the arts, to the tasks of culture in general. The apprentice to the shoemaker or the house painter has a brain of smaller size than the grown-up man too, yet he works, suffers, takes his part in the general struggle for existence. We must give up our attitude to the physiological aspect, too -- to pregnancy and childbirth, seeing that in the first place women don't have babies every month; secondly, not all women have babies; and, thirdly, a normal countrywoman works in the fields up to the day of her confinement and it does her no harm. Then there ought to be absolute equality in everyday life. If a man gives a lady his chair or picks up the handkerchief she has dropped, let her repay him in the same way. I have no objection if a girl of good family helps me to put on my coat or hands me a glass of water -- "
― Anton Chekhov
74
" In the history of American fatherhood, there have been roughly three stages, each a response to economic change. In the first, agrarian stage, a father trained and disciplined his son for employment, and often offered him work on the farm, while his wife brought up the girls. (For blacks, this stage began after slavery ended.) As economic life and vocational training moved out of the family in the early nineteenth century, fathers left more of the child-rearing to their wives. According to the historian John Nash, in both these stages, fathers were often distant and stern. Not until the early twentieth century, when increasing numbers of women developed identities, beyond brief jobs before marriage, in the schoolhouse, factory, and office, did the culture discover the idea that " father was friendly" . In the early 1950s, popular magazines began to offer articles with titles such as " Fathers Are Parents Too" and " It's Time Father Got Back into the Family" . Today, we are in the third stage of economic development but the second stage of fatherhood. "
77
" Women could probably be trained quite easily to see men first as sexual things. If girls never experienced sexual violence; if a girl's only window on male sexuality were a stream of easily available, well-lit, cheap images of boys slightly older than herself, in their late teens, smiling encouragingly and revealing cuddly erect penises the color of roses or mocha, she might well look at, masturbate to, and, as an adult, " need" beauty pornography based on the bodies of men. And if those initiating penises were represented to the girl as pneumatically erectible, swerving neither left nor right, tasting of cinnamon or forest berries, innocent of random hairs, and ever ready; if they were presented alongside their measurements, length, and circumference to the quarter inch; if they seemed to be available to her with no troublesome personality attached; if her sweet pleasure seemed to be the only reason for them to exist--then a real young man would probably approach the young woman's bed with, to say the least, a failing heart. "