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Human Sexuality Diversity in A Contemporary Society 10Th Edition Yarber Full Chapter
Human Sexuality Diversity in A Contemporary Society 10Th Edition Yarber Full Chapter
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HUMAN SEXUALITY
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Diversity in Contemporary Society
William L. Yarber
INDIANA UNIVERSITY
Barbara W. Sayad
CALIFORNIA STATE UNIVERSITY, MONTEREY BAY
HUMAN SEXUALITY: DIVERSITY IN CONTEMPORARY SOCIETY, TENTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2019 by McGraw-Hill
Education. All rights reserved. Printed in the United States of America. Previous editions © 2016, 2013, and
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Dedication
Elton had a special relationship with Ryan White and has said
that Ryan’s activism, compassion, and courage inspired him to
change his life—to stop abusing drugs and to do something to
honor Ryan and give purpose to his life. After seeking
treatment for his addiction, he created the Elton John AIDS
Foundation, one of the largest funders of HIV/AIDS programs in
the world. President Bill Clinton said “My friend Elton has
touched us all with his music and with the countless lives he
has saved through his AIDS foundation.”
—w. l. y.
iii
Brief Contents
1 Perspectives on Human Sexuality 1
iv
Contents
PREFACE xviii | LETTER FROM THE AUTHORS xxix |
ABOUT THE AUTHORS xxxi
v
SEX RESEARCH METHODS 31
Research Concerns 32
Clinical Research 33
Survey Research 33
■ Practically Speaking ANSWERING A SEX RESEARCH QUESTIONNAIRE: MOTIVES FOR FEIGNING
ORGASMS SCALE 34
Observational Research 37
Experimental Research 37
■ Think About It A CONTINUED CHALLENGE FACING SEX RESEARCHERS: SELECTING THE BEST WAY TO
TO MORALITY? 46
The National College Health Assessment 47
The National Survey of Sexual Health and Behavior 48
Internal Structures 65
■ Practically Speaking PERFORMING A GYNECOLOGICAL SELF-EXAMINATION 69
Other Structures 70
©Ingram Publishing/SuperStock
The Breasts 70
vi Contents
FEMALE SEXUAL PHYSIOLOGY 71
Sex Hormones 72
The Ovarian Cycle 73
The Menstrual Cycle 74
■ Practically Speaking VAGINAL AND MENSTRUAL WELL-BEING 79
■ Practically Speaking SEXUAL AND REPRODUCTIVE HEALTH CARE: WHAT DO MEN NEED? 102
Spermatogenesis 104
Semen Production 105
Homologous Organs 105
FINAL THOUGHTS 109 | SUMMARY 109 | QUESTIONS FOR DISCUSSION 110 | SEX AND
THE INTERNET 110 | SUGGESTED WEBSITES 110 | SUGGESTED READING 110
Contents vii
GENDER-ROLE LEARNING 118
Theories of Socialization 118
Gender-Role Learning in Childhood and Adolescence 119
Gender Schemas: Exaggerating Differences 123
FINAL THOUGHTS 139 | SUMMARY 139 | QUESTIONS FOR DISCUSSION 140 | SEX AND
THE INTERNET 140 | SUGGESTED WEBSITES 140 | SUGGESTED READING 141
6 Sexuality in Childhood
and Adolescence 142
SEXUALITY IN INFANCY AND CHILDHOOD (AGES 0 TO 11) 143
Infancy and Sexual Response (Ages 0 to 2) 144
Childhood Sexuality (Ages 3 to 11) 144
The Family Context 146
FINAL THOUGHTS 165 | SUMMARY 165 | QUESTIONS FOR DISCUSSION 165 | SEX AND
THE INTERNET 166 | SUGGESTED WEBSITES 166 | SUGGESTED READING 166
viii Contents
Cohabitation 179
Same-Sex Marriage 179
FINAL THOUGHTS 190 | SUMMARY 190 | QUESTIONS FOR DISCUSSION 191 | SEX AND
THE INTERNET 191 | SUGGESTED WEBSITES 191 | SUGGESTED READING 191
JEALOUSY 202
The Psychological Dimension of Jealousy 203
■ Think About It THE SCIENCE OF LOVE 204
Contents ix
CONFLICT AND INTIMACY 217
Sexual Conflicts 218
■ Practically Speaking LESSONS FROM THE LOVE LAB 219
Conflict Resolution 219
FINAL THOUGHTS 220 | SUMMARY 220 | QUESTIONS FOR DISCUSSION 221 | SEX AND
THE INTERNET 221 | SUGGESTED WEBSITES 222 | SUGGESTED READING 222
AUTOEROTICISM 238
Sexual Fantasies and Dreams 239
Masturbation 241
■ Practically Speaking ASSESSING YOUR ATTITUDE TOWARD MASTURBATION 245
FINAL THOUGHTS 262 | SUMMARY 262 | QUESTIONS FOR DISCUSSION 263 | SEX AND
THE INTERNET 263 | SUGGESTED WEBSITES 263 | SUGGESTED READING 263
OF PSYCHOLOGY 266
FINAL THOUGHTS 285 | SUMMARY 285 | QUESTIONS FOR DISCUSSION 286 | SEX AND
THE INTERNET 286 | SUGGESTED WEBSITES 287 | SUGGESTED READING 287
ABORTION 312
Methods of Abortion 312
Safety of Abortion 313
Women and Abortion 314
Men and Abortion 315
The Abortion Debate 315
FINAL THOUGHTS 318 | SUMMARY 318 | QUESTIONS FOR DISCUSSION 319 | SEX AND
THE INTERNET 319 | SUGGESTED WEBSITES 319 | SUGGESTED READING 320
Contents xi
12 Conception, Pregnancy, and Childbirth 321
FERTILIZATION AND FETAL DEVELOPMENT 323
The Fertilization Process 323
Development of the Conceptus 324
PREGNANCY 327
Preconception Health 327
Pregnancy Detection 327
Adjustments and Psychological Changes in Women During Pregnancy 328
Complications of Pregnancy and Dangers to the Fetus 329
■ Think About It SEXUAL BEHAVIOR DURING PREGNANCY 330
INFERTILITY 338
Female Infertility 338
Male Infertility 338
Emotional Responses to Infertility 339
Infertility Treatment 339
FINAL THOUGHTS 348 | SUMMARY 349 | QUESTIONS FOR DISCUSSION 349 | SEX AND
THE INTERNET 350 | SUGGESTED WEBSITES 350 | SUGGESTED READING 350
xii Contents
ADDITIONAL SEXUAL HEALTH ISSUES 374
Toxic Shock Syndrome 374
Vulvodynia 375
Endometriosis 375
Prostatitis 375
FINAL THOUGHTS 377 | SUMMARY 377 | QUESTIONS FOR DISCUSSION 378 | SEX AND
THE INTERNET 378 | SUGGESTED WEBSITES 379 | SUGGESTED READING 379
FINAL THOUGHTS 417 | SUMMARY 417 | QUESTIONS FOR DISCUSSION 419 | SEX AND
THE INTERNET 419 | SUGGESTED WEBSITES 419 | SUGGESTED READING 419
Contents xiii
15 Sexually Transmitted Infections 421
THE STI EPIDEMIC 422
STIs: The Most Common Reportable Infectious Diseases 423
Who Is Affected: Disparities Among Groups 424
Factors Contributing to the Spread of STIs 426
■ Practically Speaking PREVENTING STIs: THE ROLE OF MALE CONDOMS, FEMALE CONDOMS, AND
FINAL THOUGHTS 453 | SUMMARY 453 | QUESTIONS FOR DISCUSSION 454 | SEX AND
THE INTERNET 454 | SUGGESTED WEBSITES 455 | SUGGESTED READING 455
xiv Contents
16 HIV and AIDS 456
WHAT IS AIDS? 458
Conditions Associated With AIDS 458
■ Think About It THE STIGMATIZATION OF HIV AND OTHER STIs 459
Symptoms of HIV Infection and AIDS 460
Understanding AIDS: The Immune System and HIV 460
The Virus 461
AIDS Pathogenesis: How the Disease Progresses 462
©Mandel Ngan/AFP/Getty Images
THE EPIDEMIOLOGY AND TRANSMISSION OF HIV 463
The Epidemiology of HIV/AIDS in the United States 464
Modes and Myths of Transmission 467
Sexual Transmission 469
Substance and Injection Drug Use 471
Mother-to-Child Transmission 472
FINAL THOUGHTS 495 | SUMMARY 496 | QUESTIONS FOR DISCUSSION 497 | SEX AND
THE INTERNET 497 | SUGGESTED WEBSITES 497 | SUGGESTED READING 497
Contents xv
HARASSMENT AND DISCRIMINATION AGAINST LESBIAN, GAY, BISEXUAL,
TRANSGENDER, AND QUEER PEOPLE 509
Heterosexual Bias 509
Prejudice, Discrimination, and Violence 509
Ending Anti-Gay Prejudice and Enactment of Antidiscrimination Laws 512
■ Practically Speaking BEING SAFE: STRATEGIES FOR AVOIDING BEING SEXUALLY ASSAULTED 521
■ Practically Speaking HAVING SEX AGAIN AFTER BEING SEXUALLY ASSAULTED: RECLAIMING ONE’S
SEXUALITY 530
Effects of Child Sexual Abuse 532
Treatment Programs 533
Preventing Child Sexual Abuse 533
FINAL THOUGHTS 534 | SUMMARY 534 | QUESTIONS FOR DISCUSSION 535 | SEX AND
THE INTERNET 535 | SUGGESTED WEBSITES 536 | SUGGESTED READING 536
HARMFUL? 546
Censorship, Sexually Explicit Material, and the Law 548
■ Think About It WHAT POPULAR MEDIA SAYS ABOUT SEXUALLY EXPLICIT VIDEOS AND RELATIONSHIPS:
xvi Contents
SEXUALITY AND THE LAW 561
Legalizing Private, Consensual Sexual Behavior 561
■ Think About It SHOULD SEX WORK BE DECRIMINALIZED AND LEGALIZED? 562
Same-Sex Marriage 563
Advocating Sexual Rights 564
FINAL THOUGHTS 564 | SUMMARY 565 | QUESTIONS FOR DISCUSSION 566 | SEX AND
THE INTERNET 566 | SUGGESTED WEBSITES 566 | SUGGESTED READING 566
GLOSSARY G-1
REFERENCES R-1
Contents xvii
Preface
xviii
Speaking Practically about Human Sexuality
The Practically Speaking feature asks students to examine their own values and the ways they
express their sexuality. Topics include sexual communication, effective condom use, having
sex again after sexual assault, and a glossary on sex, gender, and gender variation terms. These
features help students apply the concepts presented in the book to their own lives.
Preface xix
Heat Map and the Power of Student Data
For this edition, data were analyzed to identify the concepts students found to be the most
difficult, allowing for expansion upon the discussion, practice, and assessment of challenging
topics. The revision process for a new edition used to begin with gathering information from
instructors about what they would change and what they would keep. Experts in the field
were asked to provide comments that pointed out new material to add and dated material
to review. Using all these reviews, authors would revise the material. But now a new tool has
revolutionized that model.
McGraw-Hill Education authors now have access to student performance data to analyze
and inform their revisions. This data is anonymously collected from the many students who
use SmartBook, the adaptive learning system that provides students with individualized
assessment of their own progress. Because virtually every text paragraph is tied to several
questions that students answer while using the SmartBook, the specific concepts with which
students are having the most difficulty are easily pinpointed through empirical data in the
form of a “heat map” report.
Here’s how the “heat map” works:
STEP 1. Over the course of three years, data points showing concepts that caused students
the most difficulty were anonymously collected from SmartBook for Human Sexuality:
Diversity in Contemporary America, 9e.
STEP 2. The data was provided to the authors in the form of a Heat Map, which graphi-
cally illustrated “hot spots” in the text that impacted student learning.
STEP 3. The authors used the Heat Map data to refine the content and reinforce student
comprehension in the new edition. Additional quiz questions and assignable activities were
created for use in Connect for Human Sexuality to further support student success.
RESULT: Because the Heat Map gave the authors empirically based feedback at the para-
graph and even sentence levels, they were able to develop the new edition using precise
student data that pinpointed concepts that caused students the most difficulty.
Powerful Reporting
Whether a class is face-to-face, hybrid, or entirely online, M
cGraw-Hill Connect provides the
tools needed to reduce the amount of time and energy instructors spend administering their
courses. Easy-to-use course management tools allow instructors to spend less time adminis-
tering and more time teaching, while reports allow students to monitor their progress and
optimize their study time.
■■ The At-Risk Student Report provides instructors with one-click access to a dashboard
that identifies students who are at risk of dropping out of the course due to low
engagement levels.
■■ The Category Analysis Report details student performance relative to specific learning
objectives and goals, including APA learning goals and outcomes and levels of
Bloom’s taxonomy.
■■ Connect Insight is a one-of-a-kind visual analytics dashboard—now available for both
instructors and students—that provides at-a-glance information regarding student
performance.
■■ The LearnSmart Reports allow instructors and students to easily monitor progress and
pinpoint areas of weakness, giving each student a personalized study plan to achieve
success.
xx Preface
New to the tenth edition, Power of Process, now available in McGraw-Hill Connect, guides
students through the process of critical reading, analysis, and writing. Faculty can select or
upload their own content, such as journal articles, and assign analysis strategies to gain
insight into students’ application of the scientific method. For students, Power of Process
offers a guided visual approach to exercising critical thinking strategies to apply before,
during, and after reading published research. Additionally, utilizing the relevant and engaging
research articles built into Power of Process, students are supported in becoming critical
consumers of research.
Concept Clips help students comprehend some of the most difficult concepts in human
sexuality. Colorful graphics and stimulating animations describe core concepts in a step-by-
step manner, engaging students and aiding in retention. Concept Clips can be used as a
presentation tool in the classroom or for student assessment. New in the tenth edition,
Concept Clips are embedded in the eBook to offer an alternative presentation of these chal-
lenging topics. New clips cover topics such as attraction, mate selection, and learning gender
roles.
Interactivities, assignable through Connect, engage students with content through experi-
ential activities. Topics include first impressions and attraction.
Through the connection of human sexuality to students’ own lives, concepts become more
relevant and understandable. Powered by McGraw-Hill Education’s Connect for Human Sex-
uality, NewsFlash exercises tie current news stories to key psychological principles and learn-
ing objectives. After interacting with a contemporary news story, students are assessed on
their ability to make the link between real life and research findings.
At the Apply and Analyze level of Bloom’s, Scientific Reasoning Exercises, now available
in Connect, offer in-depth arguments to sharpen students’ critical thinking skills and prepare
them to be more discerning consumers regarding information in their everyday lives. For
each chapter, there are multiple sets of arguments related to topics in the Human Sexuality
course, accompanied by autograded assignments that ask students to think critically about
claims presented as facts. These exercises can also be used as group activities or for
discussion.
And McGraw-Hill Education Psychology’s APA Documentation Style Guide helps s tudents
properly cite and document their writing assignments.
The Instructor Resources have been updated to reflect changes to the new edition. These
can be accessed by faculty through Connect. Resources include the test bank, instructor’s
manual, PowerPoint presentation, and image gallery.
Preface xxi
Supporting Instructors with Technology
With McGraw-Hill Education, you can develop and tailor the course you want to teach.
With Tegrity, you can capture lessons and lectures in a searchable for-
mat and use them in traditional, hybrid, “flipped classes,” and online
courses. With Tegrity’s personalized learning features, you can make
study time efficient. Its ability to affordably scale brings this benefit to every student on campus.
Patented search technology and real-time learning management system (LMS) integrations make
Tegrity the market-leading solution and service.
xxii Preface
Taking Sides: Clashing Views in Human Sexuality
This debate-style reader both reinforces and challenges students’ viewpoints on the most cru-
cial issues in human sexuality today. Each topic offers current and lively pro and con essays
that represent the arguments of leading scholars and commentators in their fields. Learning
Outcomes, an Issue Summary, and an Issue Introduction set the stage for each debate topic.
Following each issue is the Exploring the Issue section with Critical Thinking and Reflection
questions, Is There Common Ground? commentary, Additional Resources, and Internet References
all designed to stimulate and challenge the student’s thinking and to further explore the topic.
Customize this title via McGraw-Hill Education Create at http://create.mheducation.com.
Chapter-by-Chapter Changes
The research on sexuality is ever increasing, thereby providing the material to allow this new
edition to be current and relevant. Not only does our book incorporate the latest research
on sexual diversity and expression, but it also reflects current social and cultural trends in
sexuality that are pertinent to the development of a healthy and pleasurable sexuality. Below
are listed the major additions and changes to the tenth edition of Human Sexuality: Diversity
in Contemporary Society.
Preface xxiii
■■ New section on menstrual products
■■ Expanded discussion on human sexual response
■■ New approach to material on desire and arousal
■■ New (to this chapter) Think About It box: “Female Genital Mutilation/Cutting: Human
Rights Violation or Cultural and Social Norm?”
xxiv Preface
■■ New research and discussion on same-sex marriage
■■ A new data on sexual frequency, by age
■■ New to this chapter and updated Think About It box: “Are Same-Sex Couples and
Families Any Different from Heterosexual Ones?”
■■ Expanded discussion on sex in middle and late adulthood
■■ New research on biological changes in late adulthood and recommendations on
menopausal hormone therapy
Preface xxv
Chapter 12: Conception, Pregnancy, and Childbirth
■■ Reexamination and data on pregnancy as a choice
■■ New research on preconception health
■■ Expanded discussion and data on sexual patterns during pregnancy
■■ Clarification of the nature and effects of teratogens during pregnancy, including new
material on the Zika virus
■■ Updated material on infertility, including causes and methods for treating it in both
males and females
■■ New and expanded material on breastfeeding verses bottle-feeding
■■ Expanded discussion of the postpartum period
xxvi Preface
Chapter 16: HIV and AIDS
■■ New material for the Think About It box: “The Stigmatization of HIV and Other STIs”
■■ Updated information on the prevalence and incidence of HIV/AIDS in the United
States and worldwide
■■ Updated research on the lifetime risk for HIV diagnosis in the United States by
transmission category, race/ethnicity, and men who have sex by race/ethnicity
■■ New material of the estimated probability of acquiring HIV from an infected source
during one episode of a specific behavior
■■ Updated and expanded discussion of HIV/AIDS among minority races/ethnicities and
sexual minorities such as transgender individuals
■■ New Think About It box: “Which Strategies Would You Use to Reduce Your Risk of
STI/HIV? What One Group of Women Did”
■■ Expanded discussion of pre-exposure prophylaxis and new material on post-exposure
prophylaxis
■■ New and updated information on HIV/AIDS testing, diagnosis, and treatment
■■ New material for the Think About It box: “‘Do You Know What You Are Doing?’
Common Condom-Use Mistakes Among College Students”
Chapter 18: Sexually Explicit Materials, Sex Workers, and Sex Laws
■■ New research on the percentage of adults who report having watched sexually explicit
videos and utilized various sexually explicit materials
■■ New material on the challenges of research on sexually explicit materials
■■ New Think About It box: “Who Watches the Different Types of Sexually Explicit
Videos?”
■■ Renamed and new material for the Think About It box: “Sexually Explicit Video Use
in Romantic Couples: Beneficial or Harmful?”
■■ New Think About It box: “What Popular Media Says About Sexually Explicit Videos
and Relationships: Supported by Research?”
■■ Updating of the Think About It box: “Sex Trafficking: A Modern-Day Slavery”
■■ Renamed prostitution as sex work
■■ New Think About It box: “Should Sex Work Be Decriminalized and Legalized?”
■■ Update on the number of countries that have legalized same-sex marriage
Preface xxvii
Acknowledgments
In addition to student-user feedback through McGraw-Hill Education’s LearnSmart, feedback
from instructor reviews were instrumental in guiding this revision. Special thanks to the
following:
Gretchen Blycker, University of Rhode Island
Meghan Brodie, Valencia College
Lisa Hoopis, Rhode Island College
Nathan Matza, California State University, Long Beach
Brent Powell, California State University, Stanislaus
Melissa Schreiber, Valencia College
Laurie Wagner, Kent State University
Jay Warden, Cape Cod Community College
Michelle Worley, Saddleback College
We would also like to thank our team at McGraw-Hill Education: Senior Portfolio Manager
Nancy Welcher, Lead Product Developer Dawn Groundwater, Senior Product Developer Sara
Gordus, Product Developer Joni Fraser, Senior Marketing Manager AJ Laferrera, C ontent
Production Manager Sandy Wille, Content Licensing Specialists Ann Marie Jannette and
Designer, David Hash. Additional thanks go out to Rebecca Ryan, personal assistant and
input editor, Martha Ghent, freelance proofreader, and David Tietz, freelance photo researcher.
xxviii Preface
Letter From the Authors
Since its first edition, we have focused on making our book relevant to the diverse and
contemporary students we teach and have expanded our reach to a broader representation
of students from around the world. With better access to global research and scholarship,
our discussion of human sexuality has increasingly cited research studies and writings from
countries beyond America, thus broadening student understanding of the diverse meanings
and expressions of human sexuality. The desire to reflect these changes has prompted us to
alter the title of our textbook to Human Sexuality: Diversity in Contemporary Society. We hope
that this title and updated content helps you explore new and varied perspectives and increase
your understanding and appreciation of human sexuality in the contemporary society we all
share.
We have found that when students first enter a human sexuality class, they may feel
excited, nervous, and uncomfortable, all at the same time. These feelings are common. This
is because the more an area of life is judged “off limits” to public and private discussion,
the less likely it is to be understood and embraced. Yet sex surrounds us and impacts our
lives every day from the provocative billboard ad on the highway, to the steamy social media
images of the body, to men’s and women’s fashions, and to prime-time television dramas.
People want to learn about the role and meaning of human sexuality in their lives and how
to live healthy psychologically and physically, yet they often do not know whom to ask or
what sources to trust. In our quest for knowledge and understanding, we need to maintain
an intellectual curiosity. Author William Arthur Ward observes, “Curiosity is the wick in the
candle of learning.”
Students begin studying sexuality for many reasons: to gain insights into their sexuality
and relationships, to become more comfortable with their sexuality, to learn how to enhance
sexual pleasure for themselves and their partners, to explore personal sexual issues, to dispel
anxieties and doubts, to validate their sexual identity, to avoid and resolve traumatic sexual
experiences, and to learn how to avoid STIs and unintended pregnancies. Many students
find the study of human sexuality empowering: They become more free to explore and dis-
cover their sexuality, and they develop the ability to make intelligent sexual choices based
on reputable information and their own needs, desires, and values rather than on stereotyp-
ical, unreliable, incomplete, or unrealistic information; guilt; fear; or conformity. They learn
to differentiate between what they have been told about their own sexuality and what they
truly believe; that is, they begin to own their sexuality and develop a sexuality that fits them.
Those studying this subject often report that they feel more appreciative and less apologetic,
defensive, or shameful about their sexual feelings, attractions, and desires.
The study of human sexuality calls for us to be open-minded: to be receptive to new ideas
and to various perspectives; to respect those with different experiences, values, orientations,
ages, abilities, and ethnicities; to seek to understand what we have not understood before;
xxix
to reexamine old assumptions, ideas, and beliefs; and to embrace and accept the humanness
and uniqueness in each of us.
Sexuality can be a source of great pleasure and, yes, the “cement” of a relationship.
Through it, we can reveal ourselves, connect with others on the most intimate levels, create
strong bonds, and bring new life into the world. Paradoxically, though, sexuality can also be
a source of guilt and confusion, anger and disappointment, a pathway to infection, and a
means of exploitation and aggression. We hope that by examining the multiple aspects of
human sexuality presented in this book, you will come to understand, embrace, and appre-
ciate your own sexuality and the unique individuality of sexuality among others; to learn how
to make healthy sexual choices for yourself; to integrate and balance your sexuality into your
life as a natural health-enhancing component; and to express your sexuality with partners in
sharing, nonexploitive, and nurturing ways.
William L. Yarber
Barbara W. Sayad
WILLIAM L. YARBER is senior scientist at The Kinsey Institute and Provost Professor in
the Indiana University School of Public Health–Bloomington. He is also senior director of
the Rural Center for AIDS/STD Prevention and affiliated faculty member in the Department
of Gender Studies at IU.
Dr. Yarber, who received his doctorate from Indiana University, has authored and co-
authored numerous scientific reports on sexual risk behavior and AIDS/STD prevention in
professional journals and has received federal and state grants to support his research and
prevention activities. He is a member of the international Kinsey Institute Condom Use
Research Team that has for two decades investigated male condom use errors and problems
and developed behavioral interventions designed to improve correct and consistent
condom use.
At the request of the U.S. Centers for Disease Control and Prevention, Dr. Yarber
authored the country’s first secondary school AIDS prevention education curriculum, AIDS:
What Young People Should Know (1987, 1989). He is founder and co-editor of the Handbook
of Sexuality-Related Measures, Fourth Edition (2019). Dr. Yarber and Dr. Sayad’s textbook,
Human Sexuality: Diversity in Contemporary Society (McGraw-Hill), which is used in colleges
William L. Yarber and universities throughout the United States, was published in 2012 by the Beijing World
©Charles Rondot Publishing Company as the most up-to-date text on human sexuality published in China in
the past half century. Also in 2012, the text was published in Korea and in 2018 it was
published in Taiwan.
Dr. Yarber chaired the National Guidelines Task Force, which developed the Guidelines
for Comprehensive Sexuality Education: Kindergarten–12th Grade (1991, 1996, 2004), pub-
lished by the Sexuality Information and Education Council of the United States (SIECUS)
and adapted in six countries worldwide. Dr. Yarber is past president of The Society for the
Scientific Study of Sexuality (SSSS) and a past chair of the SIECUS board of directors. His
awards include the SSSS Distinguished Scientific Achievement Award; the Professional Stan-
dard of Excellence Award from the American Association of Sex Educators, Counselors, and
Therapists; the Indiana University President’s Award for Distinguished Teaching; and the
inaugural Graduate Student Outstanding Faculty Mentor Award at Indiana University.
Dr. Yarber has been a consultant to the World Health Organization Global Program on
AIDS as well as sexuality-related organizations in Brazil, China, Jamaica, Poland, Portugal,
and Taiwan. He regularly teaches undergraduate and graduate courses in human sexuality.
He was previously a faculty member at Purdue University and the University of Minnesota,
as well as a public high school health science and biology teacher. Dr. Yarber endowed, for
perpetuity, at Indiana University the world’s first professorship in sexual health, the W
illiam L.
Yarber Professorship in Sexual Health and the annual Ryan White & William L. Yarber Lecture.
xxxi
BARBARA WERNER SAYAD is a teacher, trainer, writer, and consultant in the field of
human sexuality. As a retired faculty member from California State University, Monterey
Bay, Dr. Sayad has taught a wide variety of courses ranging from human sexuality to multi-
cultural health education and promotion. Her work among students and in the classroom
has earned her several teaching awards, each of which she is most proud. Additionally, she
has chaired university committees, spoken at dozens of university-related events, trained and
collaborated with other faculty members and colleagues, and helped to raise monies for both
national and international non-profit organizations.
Dr. Sayad has presented her work at a variety of institutions, the most significant of
which has focused on comprehensive sexuality education. One that she is most proud of is
her alliance with Aibai, the largest LGTBQ organization in China, where she twice traveled
to present to the Asian Conference on Sexual Education in Beijing and Changdu. There she
also led workshops and roundtables with and for American delegates and Chinese scholars
at the U.S. Embassy, U.S. State Department, and UNESCO and was invited to present at
Xixi, the equivalent of a TED Talk, in Shanghai. Most recently, Dr. Sayad helped to facilitate
Barbara Werner Sayad
a trip to Cuba, where she collaborated with colleagues and met with delegates from CENE-
©Robert Sayad
SEX, Cuba’s government-sponsored sexuality education and gender equity organization.
The vast majority of Dr. Sayad’s 35-year career has been connected to issues of social
justice: women’s reproductive rights, sexuality education and advocacy, and health access.
Her commitment to social justice has fueled all of her professional work, including her con-
tributions to health-related texts, curricular guides, publications, training programs and con-
ference presentations.
Dr. Sayad holds a Bachelor of Science degree in Foods and Nutrition, a Master’s degree
in Public Health, and a PhD in Health Services.
Above all, Dr. Sayad is most proud of her three children, two young grandchildren, and
extended family. She is also eternally grateful and happy to be married for 40 years to
Dr. Robert Sayad.
1
Perspectives
on Human Sexuality
©Peopleimages/iStock/Getty Images
CHAPTER OUTLINE
Studying Human Sexuality Sexuality Across Cultures and Times
Sexuality, Popular Culture, and the Media Societal Norms and Sexuality
1
©Rawpixel.com/Shutterstock
“The media, especially magazines and stomach was as hard and flat as a board,
television, has had an influence on shaping with their flawless skin and perfectly coifed
my sexual identity. Ever since I was a little girl, hair. I cringed when I realized that my legs
I have watched the women on TV and hoped seemed to have an extra ‘wiggle-jiggle’ when I
I would grow up to look sexy and beautiful walked. All I could do was watch the television
like them. I feel that because of the constant and feel abashed at the differences in their
Student Voices barrage of images of beautiful women on TV bodies compared to mine. When magazines
and in magazines young girls like me grow up and films tell me that for my age I should
with unrealistic expectations of what beauty is weigh no more than a hundred pounds,
and are doomed to feel they have not met I feel like saying, ‘Well, gee, it’s no wonder
this exaggerated standard.” I finally turned to laxatives with all these
—21-year-old female pressures to be thin surrounding me.’
I ached to be model-thin and pretty. This
“The phone, television, and Internet became fixation to be as beautiful and coveted as
my best friends. I never missed an episode of these models so preoccupied me that I had
any of the latest shows, and I knew all the no time to even think about anyone or
words to every new song. And when anything else.”
Facebook entered my life, I finally felt —18-year-old female
connected. At school, we would talk about
status updates: whom we thought was cute, “I am aware that I may be lacking in certain
relationship status, and outrageous photos. All areas of my sexual self-esteem, but I am
of the things we saw were all of the things we cognizant of my shortcomings and am willing
fantasized about. These are the things we to work on them. A person’s sexual
would talk about.” self-esteem isn’t something that is detached
—23-year-old female from his or her daily life. It is intertwined in
every aspect of life and how one views his or
“Though I firmly believe that we are our own her self: emotionally, physically, and mentally.
harshest critics, I also believe that the media For my own sake, as well as my daughter’s, I
have a large role in influencing how we think feel it is important for me to develop and
of ourselves. I felt like ripping my hair out model a healthy sexual self-esteem.”
every time I saw a skinny model whose —28-year-old male
TV 4:07
Radio 1:27
Print 0:28
Newspapers 0:16
Magazines 0:12
Other 0:22
Total 12:05
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Hr/Min per day
• FIGURE 1
Average Time Spent Per Day in the United States With Media, Aged 18+ and Over, 2016.
Source: www.eMarketer.com [June 2016]
The media are among the most powerful forces in people’s lives today. Adults ages 18 and over
spend more time engaging with the media than in any other activity—an average of 12 hours per
day, 7 days per week (see Figure 1). Watching TV, playing video games, texting, listening to music,
and searching the Internet provide a constant stream of messages, images, expectations, and values
about which few (if any) of us can resist. Whether and how this exposure is related to sexual out-
comes is complex and debatable, depending on the population studied. However, the data that are
available may provide an impetus for policymakers who are forming media policies, parents who
0 10 20 30 40 50 60 70 80 90 100
so has been the number of sexual references in programming. To understand the impact of “The vast wasteland of TV is not
interested in producing a better
this phenomenon, it is important to recognize its prevalence. In prime-time television alone, mousetrap but in producing a worse
sexually objectifying portrayals of women have been noted to appear among 46% of young mouse.”
adult female characters (Smith, Choueiti, Prescott, & Pieper, 2012) and among 50% of female —Laurence Coughlin
cast members in reality television programs (Flynn, Park, Morin, & Stana, 2015). Because
reality programs (e.g., The Bachelor and America’s Next Top Model) and social media feature
“real” people (as opposed to actors), it is possible that exposure to their objectifying content Watching female icons such as
can have even a more significant impact than other types of programming. Add to the list Rihanna dance in a provocative
of media genres the images and verbal references in music videos, advertising, video games, manner has become mainstream
in most music videos.
and magazines, and it becomes apparent that sexualized women are often the dominant way
©The Image Gate/Getty Images
that girls and women are represented in the media (Ward, 2016).
While it is apparent that exposure to television does not affect all people in the same way,
it is clear that the sexual double standard that does exist taps into our national ambivalence
about sex, equality, morality, and violence. In spite of this, television is making strides to
educate teens and young adults about sexuality and parenting. Programs such as Teen Mom,
13 Reasons Why, Andi Mack, The Mindy Project, and The Fosters have consulted with profes-
sional organizations to help educate viewers. This type of alliance is good for all of us.
Unlike the film industry, which uses a single ratings board to regulate all American
releases, television has been governed by an informal consensus. In 1997, networks began to
rely on watchdog standards and practices departments to rate their shows; however, these
divisions have few, if any, hard-and-fast rules. While the Federal Communication Commission
(FCC) does not offer clear guidelines about what is and is not permissible on the airwaves,
the agency does permit looser interpretations of its decency standards for broadcasts between
10 p.m. and 6 a.m. Additionally, in 2006, the television industry launched a large campaign
to educate parents about TV ratings and the V-chip, technology that allows the blocking of
programs based on their rating category.
Music and Game Videos MTV, MTV2, VH1, BET, and music Internet programs are
very popular among adolescents and young adults. Unlike audio-recorded music, music videos
play to the ear and the eye. At the same time, young female artists such as Beyoncé, Lady
Gaga, and Selina Gomez have brought energy, sexuality, and individualism to the young
music audience. Male artists such as Justin Timberlake, Drake, and The Weeknd provide
young audiences with a steady dose of sexuality, power, and rhythm. On the other hand,
music videos have also objectified and degraded women by stripping them of any sense of
power and individualism and focusing strictly on their sexuality.
Video games that promote sexist and violent attitudes toward women have filled the aisles
of stores across the country. Pushing the line between obscenity and amusement, games often
people. The biggest hurdle remains in showing adults, particularly two males, kissing on
screen as their heterosexual counterparts would. While teen shows may have somewhat
overcome this barrier, most “adult” programs have not.
More frequent in movies is what has been referred to as queerbating, a term used to
describe media where the creators integrate homoeroticism between two characters to lure
in LGBTQ and liberal audiences, yet never fully include actual representation for fear of
alienating a wider audience (Lawler, 2017). For example, in Disney’s remake of Beauty and
the Beast there’s a momentary shot that shows Le Fou dancing with another man, along with
coded words about his feelings for Gaston. This bait-and-switch technique leaves many
LGBTQ fans disappointed not to see themselves represented in meaningful ways that shed
For anyone with a computer,
light on their lives and relationships. social networks provide readily
accessible friends and potential
Online Social Networks partners, help maintain
friendships, and shape sexual
Using the Internet is a major recreational activity that has altered the ways in which individ-
culture.
uals communicate and carry on interpersonal relationships. Though social theorists have long
©Dean Mitchell/Getty Images
been concerned with the alienating effects of technology, the Internet appears quite different
from other communication technologies. Its efficacy, power, and influence, along with the
anonymity and depersonalization that accompany its use, have made it possible for users to
more easily obtain and distribute sexual materials and information, as well as to interact
sexually in different ways.
It is apparent that social networking sites like Facebook, Instagram, and Twitter are well
integrated into the daily lives of most people around the world. Their popularity cannot be
underestimated: Facebook alone reports to have nearly 2 billion global users (Statista, 2017).
Add this to the additional 8 billion users with other or supplemental platforms, and it’s
obvious that the digital landscape has taken over the globe.
Social networking sites provide an opportunity for many to display their identities: religious,
political, ideological, work-related, and sexual orientation, to name a few. While doing so, indi-
viduals can also gain feedback from peers and strengthen their bonds of friendship. At the
The popularity and accessibility of digital media and tech- mobile dating sites or apps, compared with 11% who reported
nology, including Internet social networking sites (SNS), have doing so in 2013 (see Figure 3). And since 2013, usage by 18- to
allowed individuals to present themselves publicly in ways that 24-year-olds has increased nearly threefold, while usage by 55- to
were previously never possible. In fact, text messaging and social 64-year-olds has doubled.
networking sites are the most popular means of digital communi- Just how successful or risky are these sites and apps? After all,
cation among young adults (Champion & Pedersen, 2015). Dating once the work of creating a profile is complete, can getting a date
sites such as Tinder, Match.com, and Grindr, along with platforms really be that difficult? To some degree, that depends on what it is
such as Facebook, Twitter, and Snapchat enable individuals to that people want—to hook up or have casual sex, to date casually,
find potential partners in just minutes with the simple click on or to date as a way of actively pursuing a relationship. No doubt,
an app or website. Social media facilitate communication and the use of the Internet by any age provides a means of avoiding the
support, play a prominent role in navigating and documenting pitfalls inherent in relying solely on real-world meetings and experi-
romantic relationships, provide an outlet for sexual exploration ences. Most users believe that technology has enhanced their ability
and expression and, for a small minority, are a means to exploit to find a date and in doing so, fulfilled their desire to flirt, date, and
another. Using technology, individuals negotiate over when, with in some cases, find a suitable life partner (Goluboff, 2015; Hobbs,
whom, and how to meet and interact. Owen, & Gerber, 2016; Meenagh, 2015). For the isolated, underrep-
Over time, traditional sites and avenues for meeting singles, resented, and disenfranchised individuals, many of whom hide their
including universities, clubs, and workplaces, have been partially sexual identities from others, Internet dating sites may play an even
replaced by the Internet, thereby allowing people to meet and more prominent and useful role in navigating romantic relationships
form relationships with others with whom they have no knowledge because it allows them to be honest about who they are.
or social connections. According to the Pew Research Center Even as online daters themselves give the experience high
(2016), 15% of adults surveyed in 2015 reported using online or marks, many recognize or have experienced its downsides. Given
11
Total
15
10
18–24
27
22
25–34
22
17
Age
35–44
21
8
45–54
13
6
55–64
12
3 2013 2015
65+
3
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30
Percentage
• FIGURE 3
Percentage of Those Who Have Ever Used Online Dating Sites or Mobile Apps, by Age.
Source: Adapted from Pew Research Internet Project, 2016
He would, of course, and watched the yellow motor drive away in the
autumn sunlight, wishing rather less for the order from the minister of war
to change his quarters than he had before.
CHAPTER VI
ORDERED AWAY
He had received his letter from the minister of war. Like many things
we wish for, set our hopes upon, when they come we find that we do not
want them at any price. The order was unwelcome. Sabron was to go to
Algiers.
Winter is never very ugly around Tarascon. Like a lovely bunch of fruit
in the brightest corner of a happy vineyard, the Midi is sheltered from the
rude experiences that the seasons know farther north. Nevertheless, rains
and winds, sea-born and vigorous, had swept in and upon the little town.
The mistral came whistling and Sabron, from his window, looked down on
his little garden from which summer had entirely flown. Pitchouné, by his
side, looked down as well, but his expression, different from his master's,
was ecstatic, for he saw, sliding along the brick wall, a cat with which he
was on the most excited terms. His body tense, his ears forward, he gave a
sharp series of barks and little soft growls, while his master tapped the
window-pane to the tune of Miss Redmond's song.
Although Sabron had heard it several times, he did not know the words
or that they were of a semi-religious, extremely sentimental character which
would have been difficult to translate into French. He did not know that
they ran something like this:
"God keep you safe, my love,
All through the night;
Rest close in His encircling arms
Until the light."
And there was more of it. He only knew that there was a pathos in the
tune which spoke to his warm heart; which caressed and captivated him and
which made him long deeply for a happiness he thought it most unlikely he
would ever know.
There had been many pictures added to his collection: Miss Redmond at
dinner, Miss Julia Redmond—he knew her first name now—before the
piano; Miss Redmond in a smart coat, walking with him down the alley,
while Pitchouné chased flying leaves and apparitions of rabbits hither and
thither.
The Count de Sabron had always dreaded just what happened to him.
He had fallen in love with a woman beyond his reach, for he had no fortune
whatsoever, nothing but his captain's pay and his hard soldier's life, a
wanderer's life and one which he hesitated to ask a woman to share. In spite
of the fact that Madame d'Esclignac was agreeable to him, she was not
cordial, and he understood that she did not consider him a parti for her
niece. Other guests, as well as he, had shared her hospitality. He had been
jealous of them, though he could not help seeing Miss Redmond's
preference for himself. Not that he wanted to help it. He recalled that she
had really sung to him, decidedly walked by his side when there had been
more than the quartette, and he felt, in short, her sympathy.
Pitchouné, whose eyes had followed the cat out of sight, sprang upon
his master and seemed quite ready for the new departure.
"I shall at least have you," Sabron said. "It will be your first campaign.
We shall have some famous runs and I shall introduce you to a camel and
make you acquainted with several donkeys, not to speak of the historic
Arab steeds. You will see, my friend, that there are other animals besides
yourself in creation."
"A telegram for mon capitaine." Brunet came in with the blue envelope
which Sabron tore open.
It was an order from the minister of war, just such a one as was sent to
some half-dozen other young officers, all of whom, no doubt, felt more or
less discomfited.
Sabron twisted the telegram, put it in the fireplace and lighted his
cigarette with it, watching Pitchouné who, finding himself a comfortable
corner in the armchair, had settled down for a nap.
"So," nodded the young man aloud, "I shall not even have Pitchouné."
"A letter for Monsieur le Capitaine." Brunet returned with a note which
he presented stiffly, and Pitchouné, who chose in his little brain to imagine
Brunet an intruder, sprang from the chair like lightning, rushed at the
servant, seized the leg of his pantaloons and began to worry them, growling,
Brunet regarding him with adoration. Sabron had not thought aloud the last
words of the telegram, which he had used to light his cigarette.
"I am ordered to Algiers and I shall not take horses nor Pitchouné."
The dog, at the mention of his name, set Brunet's leg free and stood
quiet, his head lifted.
"Nor you either, mon brave Brunet." Sabron put his hand on his
servant's shoulder, the first familiarity he had ever shown a man who served
him with devotion, and who would have given his life to save his master's.
"Those," said the officer curtly, "are the orders from headquarters, and the
least said about them the better."
Pitchouné did not follow. He remained immovable like a little dog cut
from bronze; he understood—who shall say—how much of the
conversation? Sabron threw away his cigarette, then read his letter by the
mantelpiece, leaning his arm upon it. He read slowly. He had broken the
seal slowly. It was the first letter he had ever seen in this handwriting. It
was written in French and ran thus:
The letter ended in the usual formal French fashion. Sabron, turning the
letter and rereading it, found that it completed the work that had been going
on in his lonely heart. He stood long, musing.
Pitchouné laid himself down on the rug, his bright little head between
his paws, his affectionate eyes on his master. The firelight shone on them
both, the musing young officer and the almost human-hearted little beast.
So Brunet found them when he came in with the lamp shortly, and as he set
it down on the table and its light shone on him, Sabron, glancing at the
ordonnance, saw that his eyes were red, and liked him none the less for it.
CHAPTER VII
A SOLDIER'S DOG
"It is just as I thought," he told Pitchouné. "I took you into my life, you
little rascal, against my will, and now, although it's not your fault, you are
making me regret it. I shall end, Pitchouné, by being a cynic and
misogynist, and learn to make idols of my career and my troops alone. After
all, they may be tiresome, but they don't hurt as you do, and some other
things as well."
The officer found the house full of people. He thought it hard that he
might not have had one more intimate picture to add to his collection. When
he entered the room a young man was playing a violoncello. There was a
group at the piano, and among the people the only ones he clearly saw were
the hostess, Madame d'Esclignac in a gorgeous velvet frock, then Miss
Redmond, who stood by the window, listening to the music. She saw him
come in and smiled to him, and from that moment his eyes hardly left her.
What the music was that afternoon the Count de Sabron could not have
told very intelligently. Much of it was sweet, all of it was touching, but
when Miss Redmond stood to sing and chose the little song of which he had
made a lullaby, and sang it divinely, Sabron, his hands clasped behind his
back and his head a little bent, still looking at her, thought that his heart
would break. It was horrible to go away and not tell her. It was cowardly to
feel so much and not be able to speak of it. And he felt that he might be
equal to some wild deed, such as crossing the room violently, putting his
hand over her slender one and saying:
"Yes, Madame."
"I expect you will be engaged in some awful native skirmishes. Perhaps
you will even be able to send back a tiger skin."
The young soldier's dark eyes rested almost hostilely on the gorgeous
marquise in her red gown. He felt that she was glad to have him go. He
wanted to say: "I shall come back, however; I shall come back and when I
return" ... but he knew that such a boast, or even such a hope was fruitless.
His colonel had told him only the day before that Miss Redmond was
one of the richest American heiresses, and there was a question of a duke or
a prince and heaven only knew what in the way of titles. As the marquise
moved away her progress was something like the rolling of an elegant
velvet chair, and while his feelings were still disturbed Miss Redmond
crossed the room to him. Before Sabron quite knew how they had been able
to escape the others or leave the room, he was standing with her in the
winter garden where the sunlight came in through trellises and the perfume
of the warmed plants was heavy and sweet. Below them flowed the Rhone,
golden in the winter's light. The blue river swept its waves around old
Tarascon and the battlements of King René's towers.
"What!" she cried. "You are never going to leave that darling dog
behind you?"
"Heavens!" she exclaimed. "What brutes they are! Why, Pitchouné will
die of a broken heart." Then she said: "You are leaving him with your man
servant?"
"Ah!" she breathed. "He is looking for a home? Is he? If so, would you
... might I take care of Pitchouné?"
The Frenchman impulsively put out his hand, and she laid her own in it.
"You are too good," he murmured. "Thank you. Pitchouné will thank
you."
He kissed her hand. That was all.
From within the salon came the noise of voices, and the bow of the
violoncellist was beginning a new concerto. They stood looking at each
other. No condition could have prevented it although the Marquise
d'Esclignac was rolling toward them across the polished floor of the music-
room. As though Sabron realized that he might never see this lovely young
woman again, probably never would see her, and wanted before he left to
have something made clear, he asked quickly:
"Well, it is not very easy to put it in prose," she hesitated. "Things sound
so differently in music and poetry; but it means," she said in French,
bravely, "why, it is a sort of prayer that some one you love very much
should be kept safe night and day. That's about all. There is a little sadness
in it, as though," and her cheeks glowed, "as if there was a sort of
separation. It means..."
And just then Madame d'Esclignac rolled up between them and with an
unmistakable satisfaction presented to her niece the gentleman she had
secured.
"My dear Julia, my godson, the Duc de Tremont." And Sabron bowed to
both the ladies, to the duke, and went away.
This was the picture he might add to his collection: the older woman in
her vivid dress, Julia in her simpler gown, and the titled Frenchman bowing
over her hand.
When he went out to the front terrace Brunet was there with his horse,
and Pitchouné was there as well, stiffly waiting at attention.
"Brunet," said the officer to his man, "will you take Pitchouné around to
the servants' quarters and give him to Miss Redmond's maid? I am going to
leave him here."
"Good, mon Capitaine," said the ordonnance, and whistled to the dog.
Pitchouné sprang toward his master with a short sharp bark. What he
understood would be hard to say, but all that he wanted to do was to remain
with Sabron. Sabron bent down and stroked him.
CHAPTER VIII
HOMESICK
"I think Captain de Sabron's little dog is going to die, ma tante," she
told her aunt.
She slowly went over to her piano and played a few measures of music
that were a torture to Pitchouné, who found these ladylike performances in
strong contrast to drums and trumpets. He felt himself as a soldier degraded
and could not understand why he should be relegated to a salon and to the
mild society of two ladies who did not even know how to pull his ears or
roll him over on the rug with their riding boots and spurs. He sat against the
window as was his habit, looking, watching, yearning.
"Vous avez tort, ma chère," said her aunt, who was working something
less than a thousand flowers on her tapestry. "The chance to be a princess
and a Tremont does not come twice in a young girl's life, and you know you
have only to be reasonable, Julia."
"That is the first time I have seen that dog show a spark of human
gratitude, Julia, He is probably begging you to open the door and let him
take a run."
"I think you might trust him out. I think he is tamed," said the Marquise
d'Esclignac. "He is a real little savage."
Miss Redmond opened the door and Pitchouné shot out. She watched
him tear like mad across the terrace, and scuttle into the woods, as she
thought, after a rabbit. He was the color of the fallen leaves and she lost
sight of him in the brown and golden brush.
CHAPTER IX
Therefore, as he went into his cabin, which he did not leave until the
steamer touched Algiers, he failed to see the baggage tender pull up and
failed to see a sailor climb to the deck with a wet bedraggled thing in his
hand that looked like an old fur cap except that it wriggled and was alive.
"This, mon commandant," said the sailor to the captain, "is the pluckiest
little beast I ever saw."
"No sooner had we pushed out from the quay than this little beggar
sprang from the pier and began to swim after us. He was so funny that we
let him swim for a bit and then we hauled him in. It is evidently a mascot,
mon commandant, evidently a sailor dog who has run away to sea."
"We sailors," said the man saluting, "would like to keep him for luck,
mon commandant."
"Take him down then," his superior officer ordered, "and don't let him
up among the passengers."
* * * * * *
*
It was a rough voyage. Sabron passed his time saying good-by to France
and trying to keep his mind away from the Château d'Esclignac, which
persisted in haunting his uneasy slumber. In a blaze of sunlight, Algiers, the
white city, shone upon them on the morning of the third day and Sabron
tried to take a more cheerful view of a soldier's life and fortunes.
CHAPTER X
TOGETHER AGAIN
That night after dinner and a cigarette, he strode into the streets to
distract his mind with the sight of the oriental city and to fill his ears with
the eager cries of the crowd. The lamps flickered. The sky overhead was as
blue nearly as in daytime. He walked leisurely toward the native quarter,
jostled, as he passed, by men in their brilliant costumes and by a veiled
woman or two.
"Voyons," said the officer to the marine, who came rolling over to them,
"where did you get this dog?"
The young man's voice was imperative and he fixed stern eyes on the
sailor, who pulled his forelock and explained.
"He was following me," said Sabron, not without a slight catch in his
voice. The body of Pitchouné quivered under his arm. "He is my dog. I
think his manner proves it. If you have grown fond of him I am sorry for
you, but I think you will have to give him up."
Sabron put his hand in his pocket and turned a little away to be free of
the native crowd that, chattering and grinning, amused and curious and
eager to participate in any distribution of coin, was gathering around him.
He found two gold pieces which he put into the hand of the sailor.
CHAPTER XI
A SACRED TRUST
His eyes had grown accustomed to the glare of the beautiful sands, but
his sense of beauty was never satisfied with looking at the desert picture
and drinking in the glory and the loveliness of the melancholy waste.
Standing in the door of his tent in fatigue uniform, he said to Pitchouné:
"Yes," said Sabron, "if I were not alone. I don't mean you, mon vieux.
You are a great deal, but you really don't count, you know."
Before his eyes the sands were as pink as countless rose leaves. To
Sabron they were as fragrant as flowers. The peculiar incense-like odor that
hovers above the desert when the sun declines was to him the most
delicious thing he had ever inhaled. All the west was as red as fire. The day
had been hot and there came up the cool breeze that would give them a
delicious night. Overhead, one by one, he watched the blossoming out of
the great stars; each one hung above his lonely tent like a bridal flower in a
veil of blue. On all sides, like white petals on the desert face, were the tents
of his men and his officers, and from the encampment came the hum of
military life, yet the silence to him was profound. He had only to order his
stallion saddled and to ride away for a little distance in order to be alone
with the absolute stillness.
This he often did and took his thoughts with him and came back to his
tent more conscious of his solitude every night of his life.
There had been much looting of caravans in the region by brigands, and
his business was that of sentinel for the commerce of the plains. Thieving
and rapacious tribes were under his eye and his care. To-night, as he stood
looking toward the west into the glow, shading his eyes with his hand, he
saw coming toward them what he knew to be a caravan from Algiers. His
ordonnance was a native soldier, one of the desert tribes, black as ink, and
scarcely more child-like than Brunet and presumably as devoted.
The sentinels and the soldiers began to gather and Sabron saw a single
footman making his way toward the camp.
"Go," he said to Mustapha, "and see what message the fellow brings to
the regiment."
Mustapha went, and after a little returned, followed by the man himself,
a black-bearded, half-naked Bedouin, swathed in dust-colored burnoose and
carrying a bag.
He ordered bakshish given to the man and sent him off. Then he opened
the French mail. He was not more than three hundred miles from Algiers. It
had taken him a long time to work down to Dirbal, however, and they had
had some hardships. He felt a million miles away. The look of the primitive
mail-bag and the knowledge of how far it had traveled to find the people to
whom these letters were addressed made his hands reverent as he
unfastened the sealed labels. He looked the letters through, returned the bag
to Mustapha and sent him off to distribute the post.
Then, for the light was bad, brilliant though the night might be, he went
into his tent with his own mail. On his dressing-table was a small
illumination consisting of a fat candle set in a glass case. The mosquitoes
and flies were thick around it. Pitchouné followed him and lay down on a
rush mat by the side of Sabron's military bed, while the soldier read his
letter.
"Monsieur:—
"I regret more than ever that I can not write your language
perfectly. But even in my own I could not find any word to express
how badly I feel over something which has happened.
"I took the best of care of Pitchouné. I thought I did, but I could
not make him happy. He mourned terribly. He refused to eat, and
one day I was so careless as to open the door for him and we have
never seen him since. As far as I know he has not been found. Your
man, Brunet, comes sometimes to see my maid, and he thinks he has
been hurt and died in the woods."
Sabron glanced over to the mat where Pitchouné, stretched on his side,
his forelegs wide, was breathing tranquilly in the heat.
"We have heard rumors of a little dog who was seen running
along the highway, miles from Tarascon, but of course that could
not have been Pitchouné."
Sabron nodded. "It was, however, mon brave," he said to the terrier.
"Not but what I think his little heart was brave enough and
valiant enough to have followed you, but no dog could go so far
without a better scent."
Sabron said: "It is one of the regrets of my life that you can not tell us
about it. How did you get the scent? How did you follow me?" Pitchouné
did not stir, and Sabron's eyes returned to the page.
"I do not think you will ever forgive us. You left us a trust and
we did not guard it."
He put the letter down a moment, brushed some of the flies away from
the candle and made the wick brighter. Mustapha came in, black as ebony,
his woolly head bare. He stood as stiff as a ramrod and as black. In his
child-like French he said: