Followers

The Frenchman : 

We'll start with something simple — 

Please put your wrists in front 

of you like this : 

•Olive does so.•

Now, wrap The Rope around, 

as I instructed.

•Marston does so•

Marston’s Wife :  

Olive, Don’t let him 

Do This to you…

Olive : 

I don't mind. 

Marston’s Wife : 

You... Why the FUCK 

don't you MIND?!? 

•storms off•

Marston : 

Excuse me…

•He follows her•

The Frenchman : 

Of Course — He is 

The Submissive….

Girls Punishing Girls 

Experience 

Captivation Emotion 

Studies of the emotions reported by sophomores and upper class girls during their annual punishment of the freshmen girls were made by Miss Olive Byrne and myself, during the academic year 1925-1926.

It was the college custom for upper class girls to draw up a set of rules which freshmen girls were required to follow. These rules called for the usual restrictions of behaviour, wearing freshman buttons, and general yielding to the direction of the older girls. 

In the spring of the freshmen year, the sophomore girls held what was called “The Baby Party”, which all freshmen girls were compelled to attend. At this affair, the freshmen girls were duly questioned as to their misdemeanors and punished for their disobediences and rebellions. 

The baby party was so named because the freshmen girls were required to dress like babies. At the party, the freshmen girls were put through various stunts under command of the sophomores. Upon one occasion, for instance, the freshmen girls were led into a dark corridor where their eyes were blindfolded, and their arms were bound behind them. Only one freshman at a time was taken through this corridor along which sophomore guards were stationed at intervals. 

This arrangement was designed to impress the girls punished with the impossibility of escape from their captresses. After a series of harmless punishments, each girl was led into a large room where all the Junior and Senior girls were assembled. 

There she was sentenced to go through various exhibitions, supposed to be especially suitable to punish each particular girl’s failures to submit to discipline imposed by the upper class girls. 

The sophomore girls carried long sticks with which to enforce, if necessary, the stunts which the freshmen were required to perform. While this programme did not call for a series of pre-arranged physical struggles between individual girls, as did the class banquet contest of the boys previously reported, frequent rebellion of the freshmen against the commands of their captresses and guards furnished the most exciting portion of the entertainment according to the report of a majority of the upper class girls. 

Nearly all the sophomores reported excited pleasantness of captivation emotion throughout the party. The pleasantness of their captivation responses appeared to increase when they were obliged to overcome rebellious freshmen physically, or to induce them by repeated commands and added punishments to perform the actions from which the captive girls strove to escape. 

On the other hand, when a freshman occasionally cried, or showed signs of fear, her sophomore guards, in every instance, reported a feeling of unpleasantness, with emotions of “sympathy” and “feeling sorry for her”. They nearly always told the freshmen thus affected “not to be afraid”, ,and •persuaded• her to go on rather than COMPELLING her to do so. (This behaviour is in marked contrast to male college hazers, who frequently treated with injurious violence a boy who weakened or “turned yellow”). 

From these studies of girls’ reactions, it seemed evident that the strongest and most pleasant captivation emotion was experienced during a struggle with girls who were trying to ESCAPE from their captivity. A totally different type of love response was invariably evoked by indication of suffering or unpleasantness experienced by the captive. 

In the latter case, or when a girl submitted with complete docility, an almost pure inducement response was evoked from the older girl, with considerable admixture of active submission to the needs of the girl who was being punished. 

It seems probable that the costumes worn by the freshmen girls enhanced, considerably, both the passive submission and the active inducement emotions of the upper class girls although great reticence of introspective description, due to conventional suppressions, prevented this type of response from appearing with complete frankness in the reports received. 

On the whole, it would seem that the upper class girls experienced pure captivation emotion of great pleasantness. Little, if any, admixture of dominance could be detected in the reports, or in the observed behaviour of the girls toward their younger charges. 

While the struggle of the girl punished to escape her punishment by physically overcoming her captress apparently gave the strongest and most pleasant captivation response to both girls, there were many indications that captivation emotion was present at all times during the behaviour reported, and even before and after the Baby Party, in nearly as strong and pleasant a form as during the struggle situation. 

Perhaps a love hormone is operative in the female organism from early childhood, predisposing girls and women to captivation emotion by evoking passive submission by intra-organic stimulation. 

Certainly this response appears in the behaviour and in the naive introspection of the girls studied in very much purer and more consistent form than in male responses to corresponding environmental stimulus situations. 

Female behaviour also contains still more evidence than male behaviour that captivation emotion is not limited to inter-sex relationships. The person of another girl seems to evoke from female subjects, under appropriate circumstances, fully as strong captivation response as does that of a male.”