Recorded history is the history of
adults–generals, statesmen, explorers and scientists–but all of those adults
began their path as children. And running beneath this official history is the
unofficial history of children, who inhabited a separate universe of
traditions, contests, solemn rituals and codes of honour, like a Viking horde
living in your house unnoticed.
It was in this world that every future general
first learned to lead, every future scientist first turned over logs to delight
in the tiny nightmares underneath, and every future explorer first plucked up
the courage to enter the haunted woods. Elderly people here in Ireland, who
grew up without electricity or many cars, still remember the feral exploration
and creative play that was once the birthright of every child.
“Children today don’t have to think much
about games given to them – we made up our own,” said one elder. “We played spin the top, marbles, hoop the
hoop, hop scotch, conkers, kick the can, scut the whip, jackstones, and box the
fox. Hop scotch has survived to some extent, but only among girls … Even when
the dark evenings closed in we played ‘Battle In, Battle Out,’ and ‘Jack jack
show the light.’”
The games varied widely from person to
person; villages only a few miles away could apparently have very different
game-traditions. City streets, perhaps because they drew families from so many
rural villages, seem to have been a vast melting pot of such games; when
British novelist Norman Douglas published his whimsical
overview of the children’s games of London in 1916, he spent dozens of
pages–most of the book–just listing games. Not dozens of games, mind you–dozens
of pages of lists of games, any of which could be as complex as any video game
today and most of which were known to most children.
The games, rhymes, and rituals children
invented were so ubiquitous, and so often out of sight of adults, that they
were little remarked upon or recorded, and only now, when they have almost
disappeared, can we look back and see how remarkable they were. In the 1950s
the husband-and-wife team of Peter and Iona Opie interviewed
children on playgrounds around the UK and found that, instead of being
silly and spontaneous, children’s rhymes and stories actually preserved
historical traditions their parents had lost.
“Boys continue to crack jokes that Swift
collected from his friends in Queen Anne’s time,” Opie wrote. “They ask riddles
which were posed when Henry VIII was a boy. . . . They learn to cure warts . .
. after the manner which Francis Bacon learned when he was young. . . . They
rebuke one of their number who seeks back a gift with a couplet known in
Shakespeare’s day. . . . and they are [perpetuating stories] which were gossip
in Elizabethan times.” They re-discovered the observation of Queen Anne’s
physician John Arbuthnot, who said that “nowhere was tradition preserved pure
and uncorrupt but amongst school-boys, whose games and plays are delivered down
invariably from one generation to another.”
This is especially remarkable since most of
these rituals were not taught by parents or grandparents, who might have
learned them decades earlier, but by other children who could only have known
them for a few years. Since they were re-transmitted over years rather than
decades, their transmission signal should have decayed more quickly. Instead,
the children proved stronger at retaining historical knowledge than most
adults–not in the sense of reciting facts, but in treasuring their past.
Some of their superstitions, like a blister
as proof of lying, date back at least to the 1500s, and they chanted a rhyme
that apparently dates back to the era of France’s Henry IV in 1610. Most
interestingly, country children still wore oak leaves or an acorn in their
button-holes on 29 May to remember the return of Charles II in 1651–and could explain
why they did so–at a time when few adults remembered the date.
Keep in mind, also, that few people were
writing in the 1500s, most writing was not about children’s games, and much of
what was written then has been lost–so if a ritual was first recorded in the
1500s, it could well be much older. Oral traditions can endure for thousands or
even tens of thousands of years; Australian Aborigines have traditions about
the sea level changing that seem to date from the last Ice Age. No one knows if
any children’s rhymes and games date back so far, but Douglas believed that one
chant stretched back to the time of Nero, and the Opies seemed to agree.
Their games and rituals were still very
local, even in the 1950s when mass media was already washing away the local
cultures of villages and neighbourhoods. “While some children roll eggs at
Easter,” the Opies wrote, “or nettle the legs of classmates on the 29th of May,
or leave little gifts on people’s doorsteps on St. Valentine’s Day, or act
under the delusion that they are above the law on a night in November, other
children, sometimes living only the other side of a hill, will have no
knowledge of these activities.”
Here, too, Ireland held onto this heritage
later than most countries, and a radio documentary of children playing in a
Dublin school-yard in 1977 showed them using their own complicated musical
chants. They weren’t all local traditions–one chant cited Shirley Temple, “the
girl with the curly hair”–but even that showed the staying power of these
songs, as this was two generations after she had been famous.
The Opies also noted that children
spontaneously adopted a “code of oral legislation”–cultural institutions for
testing truthfulness, swearing affirmation, making bets and bargains, and
determining the ownership of property–the adult legal code in miniature. These
codes universally included a practice absent from adult law, however–that of
asking for respite, what we recognize as “calling time out,” and what today’s
children reportedly call “pause,” a usage imported from video games.
“Throughout history, bands of children
gathered and roamed city streets and countrysides, forming their own societies
each with its own customs, legal rules and procedures, parodies, politics,
beliefs, and art,” the blog Carcinisation pointed out. “With their rhymes, songs, and
symbols, they created and elaborated the meaning of their local landscape and
culture, practicing for the adult work of the same nature. We are left with
only remnants and echoes of a once-magnificent network of children’s cultures,
capable of impressive feats of coordination.”
This seems to have been true of all human
cultures–anthropologists report it in hunter-gather tribes, and Zechariah 8:5
said that “the streets of the city shall be full of boys and girls playing.”
Certainly it was true among people I knew in Ireland or the USA in living
memory. To see how recently outdoor play was assumed, look at a map of most
American cities; anything built before World War II is typically a grid for
easy transport, but post-war suburban streets curl like tossed spaghetti and
end in cul-de-sacs in order to do the opposite, to slow and discourage traffic
to be “safe for families.” The sprawl that covers much of America looks the way
it does because it was made to be safe for children to play in the street–which
in 1945 was exactly what they would be doing.
If the returning GIs who first moved into
these homes could be transported to the present day, however, they would be
puzzled. Aside from the fact that the future never happened–no flying cars or
robot butlers–the most glaring difference would be the absence of any children.
To a time traveler it would seem like the beginning of a Twilight Zone episode,
and they’d would demand to know what happened–was there a plague? An alien
invasion? Are the children grown from pods now? Are they marched to an altar
and sacrificed to a dark god? Or is this some horrific science-fiction future
where children grow up staring at glowing rectangles, and are drugged when they
get restless?
“Even the idea of a children’s game seems
to be slipping from our grasp,” Neil Postman wrote in
1982. “A children’s game, as we used to think of it, requires no instructors or
umpires or spectators; it uses whatever space and equipment are at hand; it is
played for no other reason than pleasure. . . . Who has seen anyone over the
age of nine playing Jacks, Johnny on the Pony, Blindman’s Buff, or
ball-bouncing rhymes? . . . Even Hide-and-Seek, which was played in Periclean
Athens more than two thousand years ago, has now almost completely disappeared
from the repertoire of self-organized children’s amusements. Children’s games,
in a phrase, are an endangered species.”
The decline began a few generations ago,
when television steamrolled over children’s cultural traditions, and that
screen has now multiplied into a billion hand-held ones. When children
everywhere carry all the world’s pornography in their pocket, as well as
electronic games psychologically designed to addict people as powerfully as
heroin, few future leaders will organise their mates, and few budding
scientists will turn over any logs. Moreover, children today grow up under
effective house arrest, as local ordinances, paranoid neighbours and police
conspire to prohibit children from venturing far outside. They grow up learning
no lessons, organising no peers, and exploring no territory, unless it be
shifting electrons around a screen, and the screen becomes their world.
This unnatural state takes all the power of
modern society to maintain, and it does not have to be inevitable or permanent;
even now some parents keep their children unplugged and gather with other
parents who do the same. If they don’t live near the country themselves, they
might visit family who do. They teach small children some games from old books,
and let the children take it from there. How this guerrilla action proceeds
will depend on the situation, but it needs to be done. Otherwise, today’s
children will live in a country filled with the most dependent and least
self-sufficient humans who ever lived, polarised and paralysed by their
screens, and facing a difficult future. We will need a generation of people who
can explore, negotiate, and work together again, and to do that we need
children to experience childhood once more.