Where I lived in the early 1970s, sixth grade was when boys got to see the movie – or maybe it was a narrated film strip with line drawings – about erections, nocturnal emissions, menstrual periods and such (girls got to see it in fifth grade).[1. I have moved this post over from my other blog. (Click for Part One.) This way, when I finally get around to writing Parts 3 and 4, they will all be in the same place. I see each post in this series as one section of a single piece of writing, not as a discrete essay unto itself. As a result, while each section may contain its own argument, it is not really possible to know whether an issue that you feel is important will or will not be left out of the argument made by the entire piece if you’ve only read a part of the series. I certainly do not mean this caveat to be, in any way, an inoculation against critique, but given the modular nature of posting to blogs and of how blogs are read, it is a caveat I’d like you to keep in mind if you find yourself wondering, and commenting on, why I have not addressed something you feel needs to be addressed. Thanks. Also, to protect the privacy of the individuals involved, some names have been changed and some identifying details have been fictionalized.] Seventh grade, if I remember correctly, was when they started teaching about sex itself, which I assume would have included a discussion of birth control, though I am not sure, since a paperwork mix-up placed me in the health class that did not include sex education. So I know I did not learn about birth control there; nor, I am equally sure, did I learn about it in the yeshiva I started attending when I was in eighth grade, where the only classroom-based “sex education” I remember receiving was in Rabbi W’s all-boy gemara class. He would preach at us week after week about the evils of co-ed dancing – it was the season of sweet 16 parties for the girls – and explain how it inevitably lead to unwanted teenage pregnancy. (The boys and girls watch each other dancing, you see, and then they want to slow dance, and so they are touching each other, and then one thing leads to another and, sooner or later they find someplace dark, and before you know it, her belly is big and both their lives are ruined.) My classmates and I talked about sex, of course, but since none of us were even thinking about actually having it, what we talked about tended to be theoretical and had little do with practicalities like preventing an unwanted pregnancy. Three incidents of such talking stand out in my memory, from 8th, 9th and 10th grades respectively.
I first learned about the baseball-diamond-as-metaphor-for-sex in 8th grade, because the big question was whether or not, at someone’s bar mitzvah to which I had not been invited, Robert “got to second” with Sharon over or under the shirt. “Over or under,” of course, was a huge question, one that my classmates pondered at great length, wondering why she would let him get that far, how cool it was that he could get her to let him get that far; or maybe he didn’t have to do all that much persuading, maybe underneath the “good girl” image that Sharon so carefully cultivated was a whole other person that those of us who knew her only in school had never met; and did this make her a “slut,” and how, precisely, did getting that far, did her letting him get that far, obligate him to her in terms of commitment; and what the hell – some people were smart enough to ask – did commitment mean in ninth grade anyway?
I could not imagine why what Robert and Sharon did or did not do with each other was anyone else’s business, nor did I think that the question of when a girl stepped over the line and became a “slut” was anything other than stupid, but I was new to the school, though, which meant no one thought my opinion mattered very much, and so I was almost never included in these conversations. Still, I do remember one time that I spoke up, asking – in response to I don’t remember what – some far-less-articulate version of the following questions: The whole point of touching a girl’s breasts is to bring her pleasure, right? What is wrong with Sharon wanting that pleasure or with Robert wanting to give it to her? And why are we talking about it like Robert was running bases and Sharon was playing (ineffective) defense? You make it sound like sex is a competition that the girl has to pretend to lose, just a little bit at a time, in order for both people to get what they want.
I was not naïve. I knew that boys did in fact put “notches on their bedposts” depending on how far they got with any particular girl, and I understood that girls who went too far put that hard-to-pin-down thing called their reputation at great risk. I knew these things, however, as facts, and while I accepted them as information I needed to know about how the world worked, I did not really understand them, and, more to the point, I did not like them. Anyway, no one said anything when I was finished talking. All I have is a picture of my classmates’ faces turned towards me in a momentary, non-comprehending stare, and then they turned back towards each other and continued talking in the terms that were relevant to them. Continue reading