Tag Archives: children’s game

Children’s Game: Spanking Machine Tag

Nationality: American
Age: 52
Occupation: Medical Writer
Residence: Staunton, VA
Performance Date: April 18, 2021
Primary Language: English

Main Piece: 

Informant: “Here’s a neighborhood game that I just remembered we used to play. It was very popular in our neighborhood. And I don’t know where it was picked up. You know, I was one of five kids, so we played a lot of games together and so we played a lot of games together, and the neighborhood would play a lot of games together, and we played a lot of tag. So we’d play some pretty typical tags like freeze tag, or just tag, or… I can’t remember the other names.”

Collector: “Like zombie tag. Or the version of it, yeah.”

Informant: “Zombie tag, yeah. So, one that we played pretty frequently- maybe it was pretty common, I’ve never seen anyone else do it -it was spanking machine tag. So, when someone gets frozen by tag, if they can stand with their legs apart like a teepee or like an A-frame and someone else can crawl through their legs before the person who’s it catches them, the person gets free.”

Collector: “Oh, yeah. I’ve played that.”

Informant: “Okay, so maybe it’s—”

Collector: “The word spanking in the title threw me off.”

Informant: “Maybe… Oh, I think we would spank them as they went through, too.”

Background:

This is a game that, as above, my informant would play as a child in Virginia as one of a number of tag variants. From the tone of voice, it was clear that she enjoyed the game. She called it as a neighborhood game, rather than a school game or kid’s game. Playing this game, she said, was localized to a smaller group than children or Virginian children. She had the opinion that this was a weird thing her neighborhood specifically did.

Thoughts:

Having played a version of this myself when I was a child in Utah, I can attest that this game is widely proliferated. The idea behind crawling through the legs rather than simply touching the frozen body is to provide a further challenge for everyone that’s not “it.” Games where there is an “it” figure are characterized by a balance of power. Power is temporarily granted to the “it” figure and it is the title that transfers from child to child, allowing them to try their hand at power. This modification allows more power for the “it” figure in freeze tag, where it’s normally very easy for the larger group to win and the “it” figure doesn’t change as frequently. This specific version is also a good example of children’s counter-authoritative tendency to introduce things like spanking that they’re not supposed to do into their games in order to push the game outside the boundary of approved play.

Chopsticks: The Game

Nationality: United States of America
Age: 19
Occupation: Student
Residence: Los Angeles, CA
Performance Date: 04/25/2021
Primary Language: English

Main Piece:

How do you play?

“Ok, so each player put out their pointer finger on each hand, ok, wait I know this. So… hmmm wait… the goal of the game is to get your partner to have five fingers out on both hands. And then they lose. And the way you play is you stick out your pointer finger on each hand, and you tap one of your partner’s hands, and they have to add a-as many fingers as you currently have out to that hand.”

Do you have any special rules?

“Yes, so let’s say you have three fingers out on one hand and one on the other, and then you want to switch, you can hit your hands and make them two and two. You can transfer as many fingers as you want to your other hand. And even if your hand is out, you can, like, still redistribute fingers to it and bring it back in.”

Context:

The informant is my twin sister. She is Jewish and attended public school her entire life. This information was collected during a family zoom call where we were checking in with each other.

Analysis:

My informant’s account of Chopsticks’ rules was quite difficult to understand, which emphasizes that this game is best taught visually and learned through practice. Chopsticks is an engaging and competitive game that lets children exercise their mental math and strategy skills. It’s complicated enough to warrant fierce competition, but simple enough to master after only playing a few rounds. I even established social groups in elementary school through playing chopsticks and similar games.

Pooh’s Sticks

Nationality: American
Age: 20
Occupation: Student
Residence: Richardson, TX
Performance Date: April 30, 2021
Primary Language: English

Main piece: Pooh’s Sticks is something we always do, and my dad did it as a kid too, where you find a pond with a bridge over it, or a river – something that has moving water. Everybody finds a stick that they think is going to be the winning stick, you drop it off one side, run to the other, and whoever’s stick comes out first is the winner. 

I don’t know why we call it that. I think it comes from Winnie the Pooh, they do that.

Background: O is twenty years old, but has been playing Pooh’s Sticks since early childhood. While she grew up in Richardson, Texas, she was taught this game by her father, who grew up in Malmesbury, a town in Wiltshire, England. She and her brother, who is sixteen, continue to play Pooh’s Sticks with her parents. The game is not specific to a particular location; she says that they’ll play the game whenever “we come across a good bridge and river”. 

Context: I initially approached O to discuss folklore in the visual arts, as she is an illustrator. While we were discussing it, she asked if she could tell me about folklore from her childhood. I enthusiastically said yes, and she told me about Pooh’s Sticks. She finds the game quaint and charming, and got really excited when telling me about the races she’ll have with her parents and brother. It’s a game she still enjoys playing to this day.

Analysis: This folk game appeals as it costs nothing to play, can be played with any indeterminate number of players, and requires no skill set nor set age. Pooh’s Sticks was initially taught to O as a small child by her father, showing that it is a way to keep a kid entertained when there are no toys or other means of entertainment around. It also gives little kids equal opportunity to win the game, which is a rare occurrence for young children, and something O cited as a particularly exciting part of playing – that she could beat her mom or dad at something. M, O’s father, grew up in the rural village of Malmesbury, and O recalls him telling her about many games from his childhood, all stemming from the nature around them – he and his friends would play frisbee with a frozen cow patty, or throw sticky burs at people to tease them. It seems as if Pooh’s Sticks was another game that arose from this setting, although O (living in Texas) has played this game with her parents in multiple locations.  

The Game

Nationality: American
Age: 18
Occupation: Student
Residence: Los Angeles, CA
Performance Date: April 19, 2021
Primary Language: English

“The Game? Like “I lost the Game?” It sucks and it’s stupid. Basically, if you think about the Game, you lose the game, and you can’t win. But if someone loses the Game, they have to announce that they lost the Game and then everyone else around them hates them because they also lose the Game and it sucks.”

Thoughts: This is a fun bit of children’s folklore. Almost everyone I know has heard of The Game, so I did some digging online about the origins. According to Wikipedia, it probably originated in England or Australia, sometime during the 20th century. 

PS: If you’re reading this, you lost The Game.

Miss Mary Mack

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Nationality: American
Age: 52
Occupation: Appointment Coordinator
Residence: Cloverdale, California
Performance Date: May 1, 2021
Primary Language: English

Background:

My mother, the informant for this piece, tells me that it’s a handclapping game she learned on the playground while growing up in Cloverdale, California during the 1970s. Additionally, she notes that it was one of her favorite games which is why she remembers it so well.

Context:

This handclapping game is played by singing the song below, accompanied by a rhythmic pattern of three claps–one during each of the three words in each line. My informant also stated that it can be played at twice the speed, or started slow and gradually increased; this version of the game is usually played as a competition, and the first person to make a mistake loses.

Main Piece:

“Miss Mary Mack, Mack, Mack

All dressed in black, black, black

With silver buttons, buttons, buttons

All down her back, back, back

She asked her mother, mother, mother

For fif-ty cents, cents, cents

To see the elephant, elephant, elephant

Jump the fence, fence, fence

He jumped so high, high, high

He touched the sky, sky, sky

And didn’t come back, back, back

‘Til the Fourth of July, -ly, -ly

Analysis:

This playground game could be as innocent as it sounds, or, like a great deal of other children’s folklore, could have some kind of metaphorical meaning. If this is the case, it sounds like miss Mary Mack is a young girl who recently lost her father, indicated by her mother’s dressing in all black. Following the same train of thought, the fifty cents she asks for could be the symbolic payment for the ferryman her father needs to pass through the underworld, as was popularized by the Greek myth of Charon. Additionally, the elephant touching the sky and not coming back ’til the Fourth of July could be symbolic of the girl’s father reaching heaven, subsequently being celebrated on the Fourth of July. For this last part to be the case, however, the song would have to have its roots in the Revolutionary War era, which could be possible.