Tag Archives: middle school

Drowned Girl Haunts Classroom

Main Piece:

Informant: There were actually, like, 2 ghosts. I think one of them was a little girl, because where her school was built there used to be a community pool. I was told that there was a little girl who had passed away or drowned there. And then she haunted the foundation of the school. So in one of the classrooms, either the Science or English room, on the same day every year it floods kinda. And that’s the same day the little girl passed away. So, the teacher of the classroom always says the little girl is still there.

Background:

The informant is a twelve-year-old Native American girl from the Choctaw, Blackfoot, and Lakota Nations. She was born and raised in Tennessee and frequently travels out west to visit family and friends. She is in sixth grade.

Context:

During the Covid-19 Pandemic I flew back home to Tennessee to stay with my family. The informant is my ‘sister IO’. I asked if she knew of any ghost stories or places that were haunted. Recently, one of our other siblings ‘sister NO’ started attending a new middle school. IO shared what NO had told her about her new school (which is detailed in another Main Piece). 

Thoughts:

It’s an urban legend that haunts a middle school, a transitional time for students. New teachers. New peers. New School. Legends have the ability to provide meaning in a chaotic social environment. The role of spirits play a large part in our culture, challenging our perceptions of linear time and dimension. Spirits have also been seen as a way of changing mentalities and conflicts that appear between theology and popular thought. They are a reflection of our own social insecurities and change that remains incomprehensible. Ultimately, legends and supernatural phenomena become a way of coping and interpreting the unknown and dealing with situations that remain beyond human control. 

The Ghost of Andy’s Market Hill

Context:

My informant is a 18 year old student from the University of Southern California (USC). This conversation took place one night at Cafe 84, a place where many students at USC go to study at night. The informant and I sat alone at our own table, but were in an open space where there was a lot of background noise. In this account, she tells the story of a ghost from a market in her hometown of Apple Valley, Minnesota. She learned this story in middle school via work of mouth, and stated that everyone in her town knew about it because they had all been to the market before. In this transcription of her folklore, where she is identified as P.

 

Text:

P: Okay, so in my town of Apple Valley, Minnesota, there used to be this gas station that everyone called Andy’s Market, but in high school it turned into a Super America… it’s like a chain gas station in Minnesota… but when I was younger it was like a local gas station and then the little, uh, convenience store by it was called Andy’s Market. Right next to Andy’s Market, there was this huge hill. My town is extremely flat, so this was, like, the place that a lot of kids went to go sledding in winter time. But also on this hill were archery… targets?… Basically places to practices archery, where there were targets.

 

So, this was a story that I heard in middle school. Anyways, the story goes that one day, a little girl was sledding on the hill and someone was practicing archery at the same time. And just as [laughs], just as she slid down the hill, an arrow… Someone was pulling the arrow back… I don’t even know the proper terminology, and the arrow goes through her eyes. So anyways, she died, and the story goes that she haunts Andy’s Market Hill. So people say that the only kids sledding on the hill can hear her and see her, but she floats around with an arrow through her head and calls out for her mom… That’s my folklore! [laughs]

 

Thoughts:

I found it strange that among all the follow up questions I asked her, not a single one of her responses mentioned anything about people ghost-hunting for the girl, or people suddenly avoiding Andy’s Market Hill in attempt to stay away from this haunted area. In my conversation with the informant afterwards, I asked her what this story meant to her. She told me that the story stood out to her personally because it “just seems too perfect… like, just as she was sledding down a hill, at that exact moment she gets hit by an arrow.” But aside from being skeptical of just how realistic this story was, she told me that she believes people like it because Andy’s Market Hill is something that everyone in her town drives past or walks past everyday, so they feel personally connected to the story. She admitted that her feelings on the story may seem morbid to many people because, personally, it makes her happy that there’s a story that ties everyone together: “It makes our town seem smaller and more interconnected, which I love.”

So perhaps one function of ghost stories that we don’t consider is it’s power to connect people and solely to connect people. Ghost stories often are used to remind us of our past wrongdoings, perhaps to teach us a lesson, or even serve as warning, often deterring us from going to the “haunted” location. Yet, in this case, Andy’s Market Hill does none of these things. It seems to simply be a story that is passed on among young kids as chatter; it’s something that they can all relate to and understand. It’s a story that’s all inclusive, and inclusivity is vital for a young child to feel. Andy’s Market Hill is an example of how ghost stories can be used to help kids fit in with the crowd and make them a part of an “in-group” that is often not easy for younger kids to find.

 

Convocation

Main Piece (Direct Transcription):

A tradition at my school for all sixth graders is called convocation.  I remember my first day of sixth grade, they paired me up with a senior the first day of school and we walked up the long brick pathway at our school up to the gym.  It’s a way of initiating the entering sixth graders into the school, and kind of a way of saying farewell to the seniors since it will be their last year.   After we went to the gym, we took our seats to listen to a convocation speech.

 

Context:  The informant K, my brother, is a high school student living in Albuquerque, New Mexico.  He attends the same middle/high school that I attended, and we were talking about all the interesting and unique traditions that our school has while I was home for spring break.  I was reminiscing about different events that I was able to take part in while I was a student at the school, while listening to my brother’s perspective and take on these different traditions.  We both agreed that we feel like our school is very unique, and that we don’t believe a lot of schools have the traditions that ours does.  Although folklore is often considered to be something that larger groups of people can relate to, I believe that folklore and tradition surrounding schools and small local areas are sometimes some of the most interesting to hear about.  It gives insight into how the individuals in these areas live and gives valuable insight into what their values might be.  Because of this, I asked my brother to tell me more about his experience with these traditions to tell in my folklore collection.

 

 

My Thoughts:

I have an interesting perspective on this tradition because I was both the sixth grader and the senior.  Although it is one event that the whole school takes part of, there are several different perspectives individuals can have on the event.  Since my brother is only a junior in high school right now, he has not yet gotten to walk a 6th grader up the path and has only been the 6th grader walked by a senior.  I was both the 6th grader, feeling nervous and excited on the first day of school, and the senior, feeling sentimental on the last first day at the school.  I was also able to be the spectator from grade 7 to 11, and still felt excited watching the seniors and new sixth graders walk into the gym after their walk up the path.  This traditional ceremony at the school is something that a lot of people look forward to every year, and I believe it serves as an excellent first entrance to the school for 6th graders.  The school has so many unique and powerful traditions and ceremonies that happen year after year, and the new students are able to get a small taste of what is in store for them throughout their time at this school.

Chicken Games – Proving Personal Vigor in American Childhood

Item:

M: Most of the games I had, like, heard about and observed were all the, like, chicken games where it’s like, “ah yeah, take an eraser over your knuckles. Whoever wimps out first loses.”

R: Well of course they- did you play quarters**?

M: Yeah, or um, slaps.  This is where people would like, hold the other person’s hand, slap each other as hard as they can

E: Until someone gave up.

M: Until someone gave out.

E: It’s so stupid I hated it.

A: A version I played was when you did the middle finger thing to their forearm until they gave out.  And you’d end up with these giant red spots.

 

Context:

**Quarters was understood by all as a game where each player places his fist knuckles down on the table and shoots quarters at the other until someone gave out.

I collected this piece about chicken games while hanging out with friends from the University of Southern California and we all began to talk about the games from our childhoods.  One of the participants in the conversation, denoted as ‘M’ , brought up chicken games from his elementary and middle school days, prompting others to contribute the variations they knew of and demonstrating on themselves when necessary.  Each interlocutor is denoted by a different letter.  The interlocutors were students of the University of Southern California, but of different class standings and two had already graduated.  The first informant, ‘M’, is a sophomore who went to elementary school on a military base in Japan but middle and high school in Texas; ‘R’ is a Ph.D. student who grew up in Maryland and Michigan; ‘E’ graduated in 2018 and grew up in Lompoc, CA; and ‘A’ graduated in 2018 and grew up in San Diego, CA.  They all brought up these games as something they had either observed or participated in during either middle or elementary school years, saying they viewed it as something either funny (a common opinion amongst the males) or stupid (as said by the only other female in the conversation aside from myself) at the time, but particularly viewing it as stupid nowadays.  There was also a general consensus that most kids would abandon these games by late middle school (8th grade) at the latest.

 

Analysis:

The wide range in age of the interlocutors is very indicative of how long these chicken games perpetuated, particularly with how the oldest interlocuter is ten years older than the youngest interlocuter.  Since you would pick these games up from other kids, it would make sense that as the older kids pass them down to the younger kids, they would continue through the years, particularly through neighborhood interactions where groups were not necessarily divided by age.  Another interesting point was the wide variety of locations in which each of the interlocuters grew up and/or attended elementary and middle school.  There were locations all over the United States, and even abroad in an American community overseas; I also knew of these games while growing up in Virginia.  As such, these chicken games are likely a part of greater American school-age children’s culture, especially amongst younger children because there was a general consensus that these games were abandoned once late middle school years came around.

What is more important, though, is why children would partake in these kinds of games, especially when they sometimes left physical marks on the body as mentioned by ‘A’ in the exchange above.  Particularly in the institutionalized schooling structure of the US, children are all brought up to think in particular ways and learn specific things and as such there can be a large sense of homogeneity among them.  These chicken games can establish another type of identity that is more counterhegemonic, considering these games were often strictly ruled against in schools and looked down upon by parents.  They can also establish a power dynamic amongst children who might otherwise be in an egalitarian environment.  If children can establish themselves as the strongest or the bravest in these games, it gives them something else to identify themselves with, which is why leaving marks may also be apart of why they take part in these games in the first place.  They become victorious signifiers of glory and pride, somewhat like battle scars; this also becomes significant when considering how children become increasingly aware of their bodies and their physical images as they get older.  These games were more popular among boys and with American culture so heavily centered around physical strength in men, these chicken games may be their attempts to embody these ideas from early on.  As for why they typically died out during middle and high school, partaking in certain subcultures becomes increasingly more significant during this time as children becoming adolescents begin to further explore who they want to be; these subculture identities begin to take more precedence moving out of elementary years.  This can correlate with why chicken games die out as students get older and more mature because they would no longer need these trivial markers of identity.

 

Additional Interlocuter Information:

The informant description for ‘M’ is in the section above the item, and the same information for each of the other informants is included below.

‘R’ – Nationality: USA; Age: 29; Occupation: Ph.D. Student; Residence: Los Angeles; Primary Language: English

‘E’ – Nationality: USA; Age: 22; Occupation: Non-Profit Arts Administrator; Residence: Los Angeles, CA; Primary Language: English; Other Language(s): Italian

‘A’ – Nationality: American-born Taiwanese; Age: 22; Occupation: Digital Marketing/Entrepreneur; Residence: Los Angeles, CA; Primary Language: English; Other Language(s): Mandarin, Japanese

MASH – A Game to Predict Your Future

Item:

E: MASH is- is a game, um, where it stands- it stands for mansion, apartment,

S: (simultaneously with ‘E’) shack, and house

E: and then there were different categories.  And how I played it you could always customize your categories, but it was usually always something along the lines of the pet you’re gonna have, the car you’re gonna have, your job, your husband, or wife, blah blah blah blah

S: Who’s gonna be your husband, or wife.

E: How many kids you have, that was a popular one. And then you would, um…

S: Salary!

E: You played with salary? That’s terrifying

Q: That’s a little too high stakes!

S: We were really hardcore middle schoolers man

E: And then you would write it all down.  And then you would, um, you would say start and go and you would draw lines until you said stop and that would be the amount of times the person would just go down the list counting and crossing things out, and then whatever was left was, uh, your prediction for your future life.

 

Context:

This piece was collecting while hanging out with friends from the University of Southern California and we all began to talk about the games from our childhoods or school days.  Some of us even played them again now as college students, including but not limited to MASH as described above.  After this exchange, we proceeded to play a few rounds of MASH choosing the following categories: husband/wife, occupation, husband’s/wife’s occupation, salary, husband’s/wife’s salary, car, number of children, place, and pet.  The person whose future was being predicted chose three things to place in each category and the others in the room chose the last, usually an unfavorable choice, for a total of four items.  We also restricted the husband/wife options to those who were in the room at the time.  The counting number was determined by me drawing lines until the person said stop, then I counted through the categories back-to-back, crossing out the one I landed on each time.  Once I finished the categories, I counted through MASH at the top and then we read out the person’s future to the room.

The two informants were both females, and a majority of those who chose to play were female as well, but the person whose future was predicted was male.  The two informants grew up in different places and we have age differences of a few years between each of us.  ‘S’ in the exchange above grew up in Michigan and primarily played this game during middle school.  ‘E’ in the exchange above grew up in California, and mentioned how she would play the game with her friends at “every sleepover ever.”  There was a general consensus that primarily it was girls that would play MASH.

 

Analysis:

I played MASH quite a bit as well while going to middle school in Virginia.  It was mainly just a fun way to pass the time at that age.  The fact that it was so widespread and so popular for a period of time may be because it is an easy pen and paper activity that is simple to learn, customize, and pass on, but I believe there is another reason why it was so popular, especially during middle school years.  At its core, MASH is a game about predicting the future, and this practice existed long before the game existed.  People have a desire to predict the future so that they have more control over it and can decrease their anxiety about what may come.  Especially for middle schoolers, when most children are now going through puberty and beginning a transition into adolescence and eventually adulthood, there can be great uncertainty about the future.   MASH, then, becomes an unconscious way to plan out and/or predict the future in a completely low risk, zero consequence, and even humorous environment.  There may be even a hint of belief in its prediction power for some, indicated by how you would primarily put choices you wanted under each category.  Furthermore, the particular anxieties can be extrapolated from the categories chosen.  These categories may be completely trivial and entertaining (e.g. Type of Pet) or they can reveal desires regarding social class (e.g. Salary, MASH) and gender roles, particularly for females (e.g. Number of Children, Occupation).  Even the common addition of an undesirable choice to each of the categories, when it is known that there is a possibility it may be picked, indicates an awareness that the future may not always be in their favor.  On the surface, MASH may seem like just a funny way to pass the time and be entertained due to the improbable nature of the results, but all things considered, it seems to be a way for middle-school age children to overcome their anxieties about the future in a time where they are going through a number of changes, both physical and psychological.

 

Additional Informant Data:

The informant data for the interlocuter denoted by ‘E’ is included in the section above the item.  The same data for the other informant is included below.

‘S’ – Nationality: USA; Age: 26; Occupation: Ph.D. Student; Residence: Los Angeles, CA; Primary Language: English; Other Languages: Spanish, Portuguese, Hebrew