Objective: To inform and convince students that personally avoiding certain kinds of choices and avoiding those peers who make those choices will further their interests. Further, to instruct them that society wants them to avoid certain choices and be chaste until marriage.

Methods: Lecture, discussion of the lecture, peer “skits” or role-playing (optional), and class discussions.

Specific Principles:

First, that most people who do “bad” or “unwise” things are like just about all of us, “nice guys” most of the time;

Secondly, irrespective of how “nice” they are, or how much fun they are to be with, or how enticing or interesting their activities, it is wise to avoid them and their chosen activities because we all are influenced by our associates. If we “hang around” people who engage in these activities – even when they are not specifically engaging in disapproved activities – we will be influenced to accept what they do and influenced to eventually try what they do as well.

The three “As and a B“ are:

Avoid drugs and those who use drugs,

Avoid homosexuality and those who engage in homosexuality,

Avoid prostitution and those who engage in prostitution, and

Be chaste.

Time Frame: It is expected that the total program will take around 12 class hours. Since each of the disapproved activities (the As) has proven interesting to or rewarding to a considerable number of people, there is always the danger that too much pupil exposure to any one of these disapproved activities might stimulate interest on the part of students who “hadn’t thought much about it before” or who might wonder whether “adults are just trying to keep us from experiencing the same fun that they have.” Likewise, since chastity for the unmarried (the B) consists of declining involvement in coitus, the emphasis must be placed not on the joys of sexual bliss (which students are being encouraged to avoid), but the short-term and long-term benefits of delaying that bliss until marriage. It is assumed that the “plumbing” and “mechanics” of coitus are well known to pupils and do not need to be addressed.

Overview of the Lessons

Lesson One focuses on how we get used to certain things. Being raised in our family “gets us used to” particular foods, customs, attitudes, and values – often the foods, customs, attitudes, and values of one family are quite different from those of other families, even those living on the same block. Likewise, when we are around others – particularly those we choose to be with such as friends and acquaintances, we “get used to” many of their tastes, customs, attitudes, and values. When we choose to be around those who are enthusiastic about an activity that is not socially approved, those we are with seek to justify what they are doing by attempting to get their friends and acquaintances to, at the very least, express approval of their activities, or even better to “just give it a try and let me know what you think.” If they can gain approval they feel better about their activity, and they feel even better if they can make a “convert” to their activity (just about everybody, not just misery, “loves company” in what they do). Under social pressure from associates who do socially disapproved things, we are prone to “try it” and thus run the risk of acquiring the same interests, tastes, or proclivities as they have. The major point of lesson one is to try to get students to be careful about whom they befriend or “hang out with.” Students are to learn that their choice of friends and acquaintances will probably have a profound influence on them, and that the time to consider whom they will befriend or “hang out with” is before they “commit” to the relationship. The power of “try it, you might like it” and “don’t knock it until you try it” will pressure them if they continue to associate with the disruptive or rebellious. Lesson one will probably take two class periods.

Lesson Two focuses on drugs and drug users. The harmful and frequently addictive power of tobacco, alcohol, and illegal drugs is addressed. Tobacco and alcohol (the legal substances) and marijuana, cocaine, and heroin (the illegal substances) will each be considered. Some people consider the “high” or “relaxed” state that they reach when taking these substances worth the health and legal risks involved. The dangers associated with each (and the small possible benefits associated with tobacco and alcohol) and the illegality of each of these substances for those under age in the case of tobacco or alcohol, or for anyone in the case of marijuana, cocaine, and heroin, will be addressed. At least in the case of the “hard drugs” – cocaine and heroin – there is evidence that those who use them, particularly intravenously, live considerably shortened lives. The principles learned in Lesson One will be reiterated, namely, about “getting used to” things that people do with whom we associate possibly leading to experimenting with and possibly acquiring a taste for drugs if one associates with those who take drugs . Courtesy toward, but avoidance of, drug users will be emphasized. “Scripts” for how to courteously avoid the company of drug users will be learned. Lesson two will probably take two class periods.

Lesson Three focuses on homosexuality and those who engage in homosexuality. The harmful and sometimes addictive aspects of homosexual relations are addressed. Students will learn that both men and women who engage in homosexuality get more Sexually Transmitted Diseases and experience high levels of various forms of violence. Further, that men who engage in homosexuality disproportionately experience organ failures. These and other harms contribute to a decided shortening of the life spans of those who engage in homosexual practices. Students will learn that homosexual relations are illegal in almost half the states, and that teenagers who engage in homosexuality report higher levels of drug-abuse. Courtesy toward, but avoidance of, those who engage in homosexuality will be emphasized. “Scripts” for how to courteously avoid the company of those who engage in homosexuality will be learned. Lesson three will probably take two class periods.

Lesson Four focuses on prostitution and those who engage in prostitution. The dangerous aspects of either engaging in prostitution or employing a prostitute will be emphasized. Students will learn that prostitutes suffer high levels of infection with various Sexually Transmitted Diseases and experience high levels of violence including beatings, murder, and suicide. As well, prostitutes frequently engage in multiple forms of substance abuse. Those who hire prostitutes often catch Sexually Transmitted Diseases and not infrequently find themselves subject to violence and robbery. Students will learn that prostitution is illegal in almost all states (the current exception is Nevada), and many foreign countries. Courtesy toward, but avoidance of, those who engage in prostitution or visit prostitutes will be emphasized. “Scripts” for how to courteously avoid the company of those who employ prostitutes or those who engage in prostitution will be learned. Lesson four will probably take one class period.

Lesson Five focuses on chastity. The psychological, physical, and social benefits of chastity will be promoted. The following values will be emphasized: 1) the psychological value of “saving oneself” for a committed marital relationship and “greater value” to a prospective spouse; 2) the avoidance of any physical problems (e.g., pregnancy, infections, an awkward pregnancy and birth or a possible abortion); and 3) the avoidance of a bad reputation (e.g., boys “only interested in one thing” or girls “who are willing”) and being shamed in the family. The long-term statistical relationship between waiting for sexual intercourse and scholastic and marital success will be taught and emphasized. Lesson five will probably take two or possibly three class periods.

Lesson Six will review what has been learned. Students will be asked to compare and contrast the three “avoids,” and to explain the advantages of chastity. Questions they should address and discuss include:

1. 1. How are the three As similar?
   2. Some people talk about getting “addicted” to drugs or homosexual activity; can people get addicted to prostitution or going to prostitutes?
   3. Why do you think that most societies made drug use, homosexuality, and prostitution illegal?
   4. Why has no society made chastity illegal?
   5. What are the advantages of chastity?
   6. Why do most parents warn their children to “watch out who you hang around with?”
   7. Some societies have been very harsh with those caught in homosexuality, prostitution, or illegal drug use, sometimes executing those convicted. Why do you think they would consider these activities so wrong?
   8. What are the unusual hazards of or dangers associated with each of the three As?
   9. Are we all influenced by “try it, you might like it?”
   10. Why do most people prefer someone who has not “gone all the way” as a potential spouse?

It is anticipated that Lesson six will take one or two class periods.

Lesson Outlines

Lesson One focuses on how we get used to certain things.

A. Being raised in our family “gets us used” to particular foods, customs, attitudes, and values – often the foods, customs, attitudes, and values of one family are quite different from those of other families. Have you ever noticed how different families are? Some families eat foods that are considered very unusual or even “disgusting” by other families who might live right next door.

Exercise: Have students relate some of the different customs and eating habits they have noticed among other families, either in a short paper or class discussion. Have students discuss how others could “eat that stuff” or “act that way” – and then ask themselves that very question about their family habits. Consider, how “neat” is your house or yard as compared to others? Do you change clothes once a day or not? How often do you bathe (it was around the 1920s before most people bathed more than once a week in the U.S. And in Colonial times, people often bathed once or twice a year). How often do you wash dishes (e.g., after every meal, at the end of the day, when all the dishes are dirty)?

B. Likewise, when we are around others – particularly those we choose to be with such as friends and acquaintances, we “get used to” many of their tastes, customs, attitudes, and values.

Exercise: Have students discuss in class how they have tried things (e.g., food, games, amusements) with which they were not familiar because they were with some other people (even adults or another family).

C. When we choose to be around those who are enthusiastic about an activity that is not socially approved, those we are with seek to justify what they are doing by attempting to get their friends and acquaintances to validate it or “just give it a try and let me know what you think.” Not everybody runs into this kind of situation, but most people will eventually run into it. If they can make a “convert” they feel better about what they are doing (just about everybody, not just misery, “loves company”).

Exercise: Have students discuss experiences that they might have had where this principle was evident (many students will have had at least one such experience). This might be a good time to have students divide into two or three groups, with the task of each to illustrate the different things we can get used to. It might be pointed out to one group that in the U.S. up through the 1800s, all teenagers who committed crimes were treated as adults. If they were convicted of murder they were hung, if they were convicted of robbery they got the same kind and length of imprisonment as any adult – only children aged 7 or less were exempted from the full thrust of the law. Students should discuss how this fact might have influenced associational choices and how being regarded as “ignorant adolescents” today might encourage kids to “hang around” those engaging in socially disapproved activities.

D. Under social pressure from associates who do socially disapproved things, we are prone to “try it” and thus run the risk of acquiring the same interests, tastes, or proclivities as they have. People almost always “relent” and try something if they permit themselves to be badgered about it. Since everyone knows this, if you continue to “hang around” someone who is “into” something, it kind of becomes a matter of “when,” not “if” you will “give it a try”). Girls know that if a boy just wants “one thing” and they continue to be around him, eventually they will succumb.

Exercise: Have the class answer the question “why do people try things that other people are doing, and why are we especially apt to try things if the other person ‘begs’ us or ‘dares’ us?” Class members might be chosen to “be” other families who eat different foods, have different customs, etc. [the teacher might look up family customs in other lands or have the students look up family customs in other lands to “play the part” of some of those other families].

The major point of lesson one, is to try to get students to be careful about whom they befriend or “hang out with.” Students are to learn that their choice of friends and acquaintances will probably have a profound influence on them – for both good and ill. All of us “go along with” those with whom we associate. This is not a bad thing, but rather a characteristic of humans. But the best time to consider whom you will befriend or “hang out with” is before you “commit” to a relationship or begin “hanging out” with those who are doing disapproved, wrongful, or harmful activities. “Hanging out” at church is almost always more apt to be beneficial than “hanging out” at a bar – have students discuss why.

Lesson Two focuses on drugs and drug users.

A. Facts for lecture or lecture-discussion. Tobacco, alcohol, and illegal drugs are often addictive. Tobacco and alcohol are legal substances. For both tobacco and alcohol, as well as illegal drugs, some people can “take it or leave it.” People who use one of these substances are much more apt to use two or more of them – that is, smokers are more apt to use marijuana or heroin than nonsmokers.

1. It looks like a majority of people who use tobacco are not “addicted.” That is, most people who smoke can, with what ranges from either a little to a great deal of effort, stop smoking for days, weeks, or even permanently if they really want to. Such smokers are almost always not the “pack a day” smokers. Those who smoke two packs or more of cigarettes per day are almost always “addicted.” That is, the vast majority of these smokers have a “real habit,” and as such, have come to depend on or crave the feelings associated with nicotine and the other chemicals found in tobacco. Further, they smoke so much that they find that smoking “gives them something to do, ” particularly “something to do with their hands.” Most of those addicted to tobacco report that smoking makes them “feel sharper” or “relaxes” them. When asked, almost all of those who are addicted say that they “want to quit,” but find it very difficult to do so. A large minority of people who join a group or take drugs to help them stop smoking end up quitting. But most smokers must make two or three serious attempts before they finally succeed.

Tobacco use is associated with a reduction of life span of between one and 8 years, depending on the study. It appears almost certain that smoking causes lung cancer – in fact, about 7% of those who smoke will develop lung cancer (v. about a third of one percent of those who don’t smoke). It is likewise almost certain that smoking causes emphysema, various forms of cancer other than lung cancer, and various forms of heart or circulatory ailments. The only medical “up sides” are that it appears possible that smoking tobacco reduces one’s chances of Parkinson’s disease and certain other neurological problems (e.g., eggplant has a considerable amount of nicotine – a naturally occurring and often beneficial substance).

Socially, tobacco use is associated with an odor on the body and clothes that about half of teenagers find offensive or unpleasant. Additionally, “tobacco breath” is judged unpleasant or offensive by about two-thirds of teenagers. Even most kids who smoke consider it unpleasant, that’s why mouthwash or breath mints are big with smokers. Tobacco use stains the teeth yellowish and little bits of ash make tiny holes in clothing and furniture. Smoking often “smokes” the skin, making it leathery and wrinkled before its time. As such, the choice to smoke reduces the number of potential dates, friends, and people who want to be around you (especially close to you). There are no “up sides” to the smells, wrinkles, holes and stains.

2. Most people who use alcohol are not “addicted.” In fact, most can “take it or leave it,” although most enjoy the “buzz” associated with drinking. About a fifth of those who drink have some difficulty controlling their drinking and perhaps 10% of those who drink become “alcoholics” – that is, they behave as though they were addicted. While most people can drive a car safely after having had a single drink (a beer, a glass of wine, a shot), almost everyone experiences some slowdown in reaction time and cloudy judgment after two drinks, and their performance continues to deteriorate with every additional drink. Drinking reduces inhibitions, so it has effects upon judgments having to do with sexuality, business, school, or socializing. Most people who drink feel that it “relaxes” them, and drinking is associated with conviviality and socialization for most.

Overall, the life span of those who drink is about the same as the life span of those who do not. However, the life span of “alcoholics” is significantly reduced (by about three to five years). Alcoholism is associated with cirrhosis of the liver and thinking irregularities. There is evidence in some studies that moderate alcohol use is good for the heart and circulatory system (in other words, there may be some “up sides” to moderate drinking). However, benefits from alcohol to the overall life span have not turned up in some well-done studies, so the “jury is still out” on the possible health benefits from moderate drinking.

Further, there is no doubt that even moderate drinking has short-term negative effects on coordination and one’s ability to control impulses. There does not appear to be a way to predict who will abuse alcohol to such an extent that they become alcoholics or have problems with drinking. However, those who have an “alcoholic” or “heavy drinker” in their family or in a near relative are much more apt to become alcoholics or heavy drinkers as well. Many Asians and American Indians appear particularly susceptible to becoming heavy drinkers, so individuals with this genetic background ought to be especially careful about alcohol. Alcohol use is illegal except in certain family situations for those under the age of 18 throughout the U.S.

On a social level, numerous unplanned pregnancies, decisions to do stupid things, auto and industrial accidents, and around a third of physical fights and murders are associated with alcohol consumption. Once a person becomes addicted, cure is very difficult.

3. Most people who use marijuana are not “addicted.” Most people who use it can “take it or leave it.” Possession of even small amounts of marijuana is illegal in almost all the states, and possession of a few ounces “to have some fun” is generally illegal in every state, although one is seldom sentenced to prison for a first offense involving “personal use” quantities. The “buzz” associated with marijuana is similar to the buzz associate with drinking alcohol. It is likely that the negative effect of marijuana on the lungs is similar to the effect of tobacco, although marijuana is typically used less frequently.

The scientific evidence about the harmful effects of marijuana tends to suggest that the body can probably overcome the negative effects of small doses, but that regular use is associated with mental impairment and a kind of “addiction.” Marijuana is a “gateway” drug. That is, if you are willing to break the law and use a socially disapproved substance that can lead to addiction, and that has an effect upon coordination and judgment similar to the effect of a number of drinks of alcohol, it is much more likely that you will try “harder drugs” such as cocaine and heroin. The long-term effects of marijuana use are largely unknown, but it is unlikely that they are other than harmful. For certain medical conditions (such as glaucoma), marijuana may be beneficial; however, it is likely that the same benefits can be obtained with legal substances.

Socially, the effects of marijuana use are similar to the effects of alcohol. Marijuana use may not have as dramatic an effect upon coordination as alcohol, but seems to have more pernicious effects upon judgment. Thus, marijuana use is associated with the same list of “horribles” as alcohol – e.g., fights, pregnancies, etc. Heavy users tend to develop an “odor” that most people find objectionable, and of course, there are holes in the clothing and furniture, and skin wrinkling with heavy use.

4. Most people who use cocaine and large numbers of those who use heroin are not addicted. It is illegal to possess either of these substances or other “controlled substances” such as LSD, angel dust, etc. in any amount in the U.S. Even first convictions for small amounts of these substances often result in prison time, since these are considered much more serious drugs. While cocaine is not physically addictive, many people become psychologically addicted to it. Heroin can be and often is physically and psychologically addictive. There is evidence that those who regularly use either substance, particularly intravenously, live considerably shortened lives. Indeed, regular “shooting” of any drug or controlled substance is associated with about a 30-to-35-year reduction in life span. Both cocaine and heroin use are associated with dramatic impairment of mental functioning (possibly due to changes in the brain) and probably coordination as well.

Socially, because the use of these drugs almost eliminates inhibitions, the violence associated with their use is considerable. In addition, because of their illegality and high cost, many killings, robberies, and assaults are also encountered by regular or even casual users – who are more apt to be caught in the “cross fire” of competing sellers and situations they had not anticipated. Both of these drugs readily lead to a quest for “the feeling” associated with their use to the exclusion of almost any other social concern (e.g., “he loved coke more than he loved anyone else”).

Frequently, those addicted are unable to perform well on the job or in school for any extended period of time. Many users are more interested in getting “a fix” than socializing, raising children, holding down a job, talking, making love, etc. Many people who become regular users of these substances become “drug people,” keeping to their own kind, and flitting from “fix to fix.” Most of these end up being “drags” on society, using up social resources but contributing little in return. At this time it does not appear possible to predict who will and will not become an “addict.” It appears that at least a quarter of regular users become “addicts” and that, once addicted, “cure” is extraordinarily difficult. No known medical “up side” to the use of these substances has appeared.

B. Those principles learned in Lesson One about “getting used to” things that people do with whom we associate, and how this can possibly lead to experimenting with and possibly acquiring a taste for drugs by associating with those who take drugs should be reiterated. People who smoke, drink alcohol, or use drugs typically try to recruit others to their habit. Sometimes their attempts at recruiting are subtle, but often at some point they directly confront their friends and acquaintances with “try it, you’ll like it” or “don’t knock it until you’ve tried it.” When this point is reached in a relationship, the teenager who has been invited is at a choice-point. If he “brushes the question off” but continues to associate with the user, he has indicated that he “might” go along, and only needs more pressuring – and the odds are he will go along. So, at this point whether he “brushes the question aside” or confrontationally refuses, he must stop “going with” or “being around” the person who did the inviting.

Courtesy toward, but avoidance of drug users is the best rule. “Scripts” for how to courteously avoid the company of drug users should be “dreamed up” by the class as a whole. Non-confrontational ways include “ignoring the question” or “I’ve got to think about it,” or “not now” and then avoiding the questioner so that the question cannot be put again. Confrontational ways include “no, I think its dumb (stupid, foolish)” or “no, I don’t want to get involved,” or “no, I promised my parents (girlfriend/boyfriend/God) I wouldn’t,” and then avoiding the questioner so that the question cannot be put again. People almost always “relent” and try something if they permit themselves to be badgered about it. Since everybody knows this, if you continue to “hang around” someone who is “into” drugs or alcohol, it kind of becomes a matter of “when,” not “if” you will “give it a try”). An optional exercise is to have three or four members of the class devise a “skit” that illustrates how pressure is applied and how it can be deflected.

Lesson Three focuses on homosexuality and those who engage in homosexuality.

A. Homosexual activities are often medically and physically harmful. Both men and women who engage in homosexuality get more Sexually Transmitted Diseases [STDs] (e.g., syphilis, gonorrhea), including AIDS than those who only have sex with the opposite sex. Men who engage in homosexuality much more frequently get STDs, particularly AIDS and the various forms of hepatitis (viral diseases of the liver). Gays get AIDS about 500 times more frequently than straights. High levels of various forms of violence, including sadomasochism, beatings, overdosing, murder, and suicide are associated with homosexuality in both men and women. Men who engage in homosexuality experience disproportionate organ failures (e.g., the anal sphincter and liver) and heart conditions. High levels of various forms of cancer, especially those associated with the reproductive system (e.g., breast, uterine) are associated with homosexuality among women. These and other harms contribute to a decided shortening of the life spans of those who engage in homosexual practices. It appears that those who engage in homosexuality reduce their life spans by between 20 to 30 years – almost as much as those who shoot drugs intravenously.

Socially, those who engage in homosexuality tend to associate with others who engage in homosexuality. If they become part of the “gay movement” their associations tend toward almost exclusive social contact with other homosexuals. Homosexual practitioners, particularly those who consider themselves “gay,” tend to be very evangelical. They will tend to advertise their involvement in homosexuality to just about everybody in their social space. Sometimes they will wear clothing or adopt an interpersonal style that advertises their homosexuality. They will frequently attempt to get others to “try” homosexuality.

Sometimes subtly and at other times more directly, they will invite those in their social space to participate with them or with other homosexuals in their sexual activities or at the very least, to “endorse” what they do. Although those who engage in homosexuality probably occur in every profession, certain professions (e.g., hairdressing, florists, interior design, acting, women’s sports and women’s military) have higher concentrations. There is a substantial “divide” between the social worlds of those who do and those who do not participate in homosexuality. It is unclear whether the “divide” between homosexuals and heterosexuals is as wide as or wider than the social “divide” between Blacks and whites, or between smokers and nonsmokers.

Outside of employment, Blacks tend to disproportionately voluntarily associate with Blacks and whites with whites. Likewise, smokers tend to associate with other smokers and nonsmokers with nonsmokers. But both Blacks and whites generally condemn or deprecate homosexual activity by those within their own race and generally do not associate with members of their race who engage in homosexuality. The same phenomenon of people liking to “be around their own kind” is evident in dividing smokers from nonsmokers, and divides regular drug-users from nonusers. Around 2%-3% of adults engage in homosexuality.

Homosexual involvements tend toward being addictive but do not appear to be ingrained or genetically inherited. Very few adults who claim to “be homosexual” have not had successful sexual relations with the opposite sex. In a number of studies it has been found that only about 5% of gays and lesbians are heterosexual virgins. Further, most men and most women who report having engaged in homosexuality in the past year also report having engaged in heterosexuality in the past 5 years. That is, there are very few exclusive “homosexuals.” This is one of the reasons that most scientists for most of this century have regarded homosexuality as a “preference” (obviously, if people can “go either way,” and prefer homosexuality at this particular time, it makes little sense to consider them to have been “born that way” – what way were they “born” when they switch again?).

While heterosexual sexuality requires that people get to know each other, date, socialize, and have at least some interests in common, homosexual relations tend to be very “sexually” oriented, and complete strangers can and do “have homosexual sex” with each other. Boys wonder about “what makes girls tick” and girls wonder what “makes boys tick,” and both sexes have to accommodate each other before any sort of dating or marriage might occur. Homosexuality short circuits this requirement. Boys know about boys and girls know about girls. It is therefore “easy” to get on and “get to the sexual point of the relationship” if the relationship is homosexual.

Many people “get a thrill” out of doing the verboten and being in the “out crowd.” Some of the charm of homosexuality (as with drug use) undoubtedly stems from the “out” status that comes from being “in” with a fairly secret society. A great deal of the charm of homosexuality comes from knowing “where to go” and “how to act” to meet other homosexuals and engage in sexual relations. These are “secrets” not shared by most non-homosexuals. Engaging in homosexuality puts you into an “elite in crowd” that offers a great deal of sexuality for little interpersonal investment. In contrast, heterosexuality offers a modest degree of sexuality for a great deal of interpersonal involvement. Although the studies upon which the findings are based are not rock-solid, teenagers who engage in homosexuality report higher levels of drug-abuse, criminality, and exposure to violence than teenagers who do not. Homosexual relations were illegal in every state until 1962 and are illegal in almost half the states today.

Courtesy toward, but avoidance of, those who engage in homosexuality is the best rule. Socially, those who associate with “openly homosexual” teens will find themselves suspected of dabbling in it themselves. “Scripts” for how to courteously avoid the company of those who engage in homosexuality should be “dreamed up” by the class as a whole (they will build on their ideas of the previous lesson concerning drug users). Non-confrontational ways to react to invitations to participate in homosexuality include “ignoring the question” or “I’ve got to think about it,” or “not now” and then avoiding the questioner so that the question cannot be put again. Confrontational ways include “no, I think its dumb (stupid, foolish, wrong)” or “no, I don’t want to get involved,” or “no, I promised my parents (girlfriend/boyfriend/God) I wouldn’t,” and then avoiding the questioner so that the question cannot be put again. People almost always “relent” and try something if they allow themselves to be badgered about it. Since everybody knows this, so if you continue to “hang around” someone who is “into” homosexuality, it kind of becomes a matter of “when,” not “if.”

Lesson four focuses on prostitution or those who go to or use prostitutes. The dangerous aspects of either engaging in prostitution or employing a prostitute are considerable. About the same proportion of the adult population gets involved in prostituting themselves as is involved in homosexuality. Perhaps 2% to 3% of adults have prostituted themselves, and perhaps a fifth of men and a much smaller proportion of women at some time have employed prostitutes. A much larger proportion of the general population uses legal or illegal substances. Prostitutes suffer high levels of infection with various Sexually Transmitted Diseases, including AIDS. The clients of prostitutes are therefore often exposed to all kinds of STDs. Further, there is evidence that prostitutes, similar to drug-users and those who engage in homosexuality, are more apt to try to infect those with whom they have sexual relations.

Because of the nature of the intimate contact with large numbers of different people, prostitutes get and give more than their “fair share” of diseases other than STDs. Prostitutes experience high levels of violence, including beatings, murder, and suicide. Prostitution is illegal almost everywhere (certain parts of Nevada excepted), and while prostitutes are usually the ones arrested, their clients are also sometimes arrested. Most prostitutes operate with a pimp who protects but also typically exploits the situation for his own benefit. While customers of prostitutes are seldom robbed, beaten, or killed, all of these things happen much more frequently to their customers than to those who avoid prostitutes.

Prostitutes frequently engage in multiple forms of substance abuse. It is probable that they live shortened life spans. Though they may make “good money” while they are young and attractive, most find themselves disinclined to “go to a job” after their prostitution days are over – the habits built up during a prostitute’s career emphasize sleeping late, staying up long hours, not doing much in the way of work, and generally “being lazy” and often “high” on some sort of drug to “get through the night.” Further, habits of thrift and carefulness are seldom cultivated.

While Hollywood glamorizes prostitutes, their life is almost always fairly degrading and depressing. There is generally plenty of excitement (e.g., “will this John be a beater or a killer?”), but most of the “action” takes place in seedy surroundings, often cheap rooms, fields, parking lots, bars or cars. Many, perhaps most, prostitutes are homosexual or bisexual. It appears likely that about one out of every two or three prostitutes is employed for homosexual activity. Perhaps a third to a half of prostitutes are men, and a considerable number of prostitutes who service men are actually gays disguised as women or transsexuals of one sort or another. There is a great deal of overlap between heavy drug users, those who engage in homosexuality, and those who engage in prostitution. Similarly, those who use prostitutes are disproportionately apt to be heavy consumers of drugs or alcohol. Drug users, homosexuals, and prostitutes include more than their fair share of people who feel betrayed by parents or society, and are vengeful and dishonest. It is likely that their practices either create or exacerbate these undesirable traits.

Courtesy toward, but avoidance of, those who engage in prostitution or those who visit prostitutes is wise. “Scripts” for how to courteously avoid the company of those who employ prostitutes or those who engage in prostitution should be created by the class, which will by this time have dealt with the same issue regarding substance abuse and homosexuality.

Lesson Five focuses on chastity. Chastity has psychological, physical, and social benefits.

A. From a social-psychological standpoint, it is wise for teenagers to focus on schooling and to ignore or minimize sexuality until their schooling is completed. Sexuality, like schooling or work, takes time. Sexuality is exciting and indulging in some sexual activity often results in attempts to expand one’s experiences. Frequently, the time expended on sexuality comes at the expense of school-time or work-time. Asian students in the U.S., in particular, are known for their willingness to delay sexuality until their schooling is over or almost over. This is undoubtedly part of the reason Asian students, as a class, do so well in school and are much more apt to get college degrees, join professions, and make good money than white students.

Blacks in the U.S. much more frequently “jump start” their sexuality in the early teens. This is undoubtedly part of the reason that Black students, as a class, do less well in school, are much less apt to achieve a college degree, are less apt to be professionals, and tend not to make as much money as white students. One’s exploration of sexuality is never “risk free,” but if bad things happen while exploring sexuality in the teen years (e.g., pregnancy, STDs), their long-term consequences are much more severe than if bad things happen to someone in their 20s who has finished schooling. So from either a goal-setting perspective or from the standpoint of risk, delaying your sexual debut conserves psychic and time resources for school while at the same time delaying the risks associated with sexual indulgence.

Fifty years ago, the average age of loss of virginity was about 17 yr. old for boys and 18 to 19 years of age for girls. By the 1980s this figure declined to about 16 yr. for boys and 17 yr. for girls. In the 1990s, the average age of loss of virginity is rising again because more kids are practicing chastity. While many other factors are involved, those students – both boys and girls – who delay their sexual debut, are considerably more apt to achieve scholastically, monetarily, and socially. In the longer run, getting a degree is accompanied by many more rewards than early sexual experience. Delaying the gratification of exploring sexuality in favor of getting one’s schooling completed and then exploring sexuality translates into many times the amount of income over a lifetime as compared to those who don’t complete a degree. At a base level, the choice is generally “have fun now and pay for it later,” or “be chaste today and have the same or greater fun later – but with much more money.”

Sexual activity is not only interesting and powerful, it is also quasi-addictive. Once started, it is quite difficult to stop. Many of those who “play the field” in their teen years discover that they have cultivated a taste for sexual “variety.” As such, they find it difficult to “settle down” to just one partner. This may be related to evidence that early sexual debut is associated with higher chances of divorce later in life. For instance, in one nationwide study, it was found that both men and women who had gotten a divorce on-average had lost their virginity two years younger than those who never got a divorce. While those who “save” their first experience for their marital partner are in the minority, what evidence we have suggests that the sex lives of such individuals are more satisfying and their marriages more durable.

B. Physically, pregnancies have their best prospects for success if the woman is between about 19 through 29 years of age. There is good evidence that various forms of cancer of the reproductive organs accompany exposure to sperm from different men (that is, it is safer for the woman if she has sex with only one man). There is also some evidence that abortion creates scar tissue that can lead to infertility, and that these complications of abortion are more frequent among teenagers. Earlier sexual debut is associated with higher probabilities of acquiring STDs in both men and women. However, most of the physical problems associated with early sexual debut fall upon the woman.

C. Psychologically, the intensity of feelings accompanying sex does not appear to vary by age, but commitment to the partner is considerably less among teenagers. For most people, the “first time” is a memorable and special occasion. Some girls become psychically disturbed when their “first partner” leaves them – a phenomenon much more likely if the partner is a teenager. Girls, especially, suffer from feelings of having been “used” rather than “loved.” Likewise, some girls become deeply disturbed if they have an abortion, experiencing “anniversary reactions” and deep regrets over the child they might have had, particularly if it turns out to have been the only child she could ever have had. Obviously, abortion is a much more likely outcome of teenage sex than sex between those in their 20s or of those who are married.

D. Socially, a large minority of girls and close to a majority of boys express a desire that their marital partner not be “sexually experienced.” Many boys are concerned about their “ranking” with other boys a girl may have had (“was I as good?”), and boys are also often concerned that they are somehow getting “damaged goods.” Girls’ concerns about their partner not being sexually experienced may be related to her “ranking” relative to other girls a guy may have had, but more frequently their concerns revolve around the degree of commitment the fellow presumably had before and whether he can be “trusted” to be faithful now. There appears to be no “down side” to having been chaste before marriage, and for a significant minority, not having been chaste is a strong mark against such a person as a potential marital partner. Religiously, all the major faiths celebrate chastity and condemn fornication.

Males have a tendency to focus in on sexual conquest to the exclusion of much in the way of communication and commitment, females tend toward being more interested in communication and commitment than sex (e.g., “boys trade love for sex, girls trade sex for love”). Both sexes establish psychological patterns in their teen years that influence them for the rest of their lives. Since sexual expression is such an important aspect of adulthood, it is wise to be guarded in the sexual habits one acquires.

Lesson Six reviews what has been learned. The main task for students is to compare and contrast the three “avoids,” and to address the advantages of chastity. Questions they should discuss include:

1. How are the three As similar?
2. Some people talk about getting “addicted” to drugs or homosexual activity; can people get addicted to prostitution or going to prostitutes?
3. Why do you think that most societies made drug use, homosexuality, and prostitution illegal?
4. Why have some Muslim countries made adultery a capital offense?
5. Why has no society made chastity illegal?
6. What are the advantages of chastity?
7. Why do most parents warn their children to “watch out who you hang around with?”
8. Some societies have been very harsh with those caught in homosexuality, prostitution, or illegal drug use. Why do you think they would consider these activities so terribly wrong?
9. At one time, 11 states outlawed the use of tobacco. Are we heading that way again?
10. What are the unusual hazards of or dangers associated with each of the three As?
11. Are we all influenced by “try it, you might like it?”
12. Why do most people prefer someone who has not “gone all the way” as a potential marital partner?
13. In which kind of situation – marriage, cohabiting, singlehood – are children better off?
14. Why do you suppose that people who engage in one of the three As are more apt to engage in two of the As?
15. Have any American presidents engaged in one of the three As?
16. Why does Hollywood glamorize the three As so frequently?

Class discussions and role-playing skits would be highly appropriate for stimulating class discussions. A history assignment about expected standards of sexual comportment in the early U.S. and Victorian England would be useful. Assignments concerning the ideals regarding sexuality as taught by Christianity, Judaism, and the Muslim faith would be appropriate.