The objective of love is to help the child accept the necessary structures, authorities, and personal roles in relation to which he must live, so that he may grow in his capacity to love persons and to use things. During this stage of life, children often turn to other adults for companionship and guidance. They do so because the conflicts between themselves and these new adults do74 not seem to be as great as with their own parents. They need these “fresh” relationships where they can exercise initiative without too much conflict and guilt. Here the school and church, with its trained teachers and workers, have an opportunity to supplement, and even to correct, the experiences that children are having at home. We should remember, however, that the identifications with the parent are important, and that the experiences the youngsters are having with others should be of a complementary nature, even if they also are corrective.
Another and supplementary objective of love is the provision of a relationship by parents or others in which a spirit of equality makes possible an experience of doing things together, instead of a relationship in which the child has to compete unequally with the adult. Fathers, for instance, may be of great help to their sons. Boys are apt to feel that their fathers are too big, too powerful, and too skillful; but if the father will base the relationship on some interest or experience common to them both, the boy has an opportunity to grow in initiative and to develop his capacities without a sense of unequal competition.
The answer to the child’s questions. Who am I? and Who are you?, will then be: I am what I conceive myself to be, and you are what I conceive you to be according to my understanding of how you have revealed yourself. At this particular time in the development of the individual, there begin to be formed the powerful images of ourselves and others that aid or hinder our relationship with one another.
Sense of Industry
A fourth objective of love is to help the individual to a sense of industry, for the child has now become a busy little person who needs to learn how to be busy with things and persons. A child’s “busyness” begins with his play. Children play separately at first. In their youngest years, they may sit apart in the same room, each playing with his own things, and each oblivious of the other except when one may discover that the other has something he75 wants. Later, as they grow and mature, there begins what we call parallel play. They play along side of each other. Now they are aware of each other, and each keeps an eye on his playmate. Their separate playing seems to have an influence on the other in that they imitate each other. Then, at a still later stage, they begin to play together. The high point of this achievement, still later, is team play, which begins in adolescence or even earlier.
Now begins the capacity for directed fellowship. The fellowship of a team is to be respected. Membership on the team may mean more to the boy than membership in his church, and this may cause ministers, parents, and teachers considerable anxiety. Instead, they should relax and be glad for the youngster’s experience, because team play is providing him with an experience of relationship that later will become the basis for his understanding of the ultimate meaning of all relationships. They should accept the youngster’s experience and use it creatively, to help him understand the nature of the church, our relationship as brothers, and the “captaincy” of Christ.
In team play, also, we see the occurrence of something that is very much a part of Christian character. In order for there to be team play, it is necessary for every member of the team to die to the desire in him to be the whole show. A mature team member has learned that his strength and skills depend on the strength and skills of others. This is the theology of the playground. What has been learned in play may be translated into work. Then, since a man’s work is one of the great spheres in which he may exercise his ministry as a representative of Christ, the learning of this profound lesson in the process of play is an important part of his religious education. And it can be religious, even though it may not be learned in the formal church.
The transition from play to work takes place gradually. Children become dissatisfied with play and make-believe, and have a growing need to be useful, to make things well, and, therefore, to acquire a sense of industry. They also learn to win recognition by producing things. Through play they advance to new stages76 of real mastery in the use of toys and things, and learn to master experience by meditation, experimenting, and planning. The home, the school, and the church should try to help them to make this transition easily in order that they may develop this sense of industry without a sense of inadequacy. If they are pushed too strenuously to produce, a sense of inadequacy may result, especially when they still want to be cuddled and cared for. Family life has the responsibility of preparing the youngsters for school, where, in the context of their play experiences, they accept the disciplines of work. Relaxed teachers are needed who understand the process by which children learn to move from play to work, and who can encourage them to make this transition without either sparing them the needed disciplines or imposing them too strenuously. Here we see an area in which the role of the family and the role of the school are complementary.
The acquisition of a sense of industry is a decisive step in learning to do things with others and alongside others. This will become a major source of satisfaction and the area of his greatest service.