“M” is 21 year old male student at the University of Southern California, where he is a Junior studying Animation and minoring in Philosophy. M is originally from the outskirts of New York state where he describes himself as living in a rural area. He described himself as going to a high school of ~60 students, where cliche formation was rare as students could ‘jump from social group to social group’. He describes his parents as ‘hippies’ that were very relaxed in their parenting style as well as their personal approach towards life. He is of Irish descent on both sides and describes this aspect of his life as very active in his life.
“Me: So what game did you play again?
M: Oh! Cops n’ Robbers!
Me: When did you play that game?
M: Elementary school!
Me: How do you play that game?
M: Well you’re basically you got some cops, and you got some robbers, so there’s like people on teams and stuff. So you’ve got the cops chasing the robbers, they could get feisty with it and the robbers could beat up the cops. There were bases too, if the robbers got to the bases they were okay, it was a hideout.
Me: Were you usually a cop or a robber?
M: Man, I don’t remember, that was a long time ago. I don’t think there was one that I was more of, we all sorta did both all the time. It was like, hey! Let’s play Cops n’ Robbers, I’ll be on this team you be on that.
Me: Did the cops always win?
M: No. It’s not like real life, it’s more realistic than that.
The game seems to be “M”s version of the popular schoolyard game, Cops n’ Robbers, a fairly well known game in North America. In the April 1973 publication of The Quarterly Journal of the Library of Congress, in an article titled Children’s Folklore in the Archive of Folk Song, the article suggests the splitting of children’s Folklore in their very large Folklore collection (at the time, the collection was near 150,000 entries) into categories. One of these categories, battle games uses Cops and Robbers as a classic example as to what sorts of entries would fit this sort, assuming knowledge in the reader about the popularity of the game (Emrich, 1973).
The game itself, as a school yard game, likely allowed “M” and his friends to try out ‘adult roles’ while also reinforcing basic moral ideas like ‘good guys’, ‘bad guys’ and ‘the good guys have to stop the bad guys’, while also allowing them to simulate more adult situations (apprehending a criminal). The lack of preference could indicate that the players had no moral or occupational preference and preferred the role playing aspect instead, this could be contrasted to a child who wants to play as the cop because his father is a police officer (or any other reason he/she may admire the profession). ”M”s version of the game also included a base that the criminals could get to to defeat the cops and get away. As the cops did not always win (or the robbers didn’t) the aspect of good triumphing over evil or any other sort of overarching narrative did not appear to be part of “M”s approach to the game.
Emrich, D. (1973, April). Children’s Folklore in the Archive of Folk Song. In The Quarterly Journal of the Library of Congress (pp. 140-151). Library of Congress.