Tag Archives: school

Festival: Salu Salo

Date of Performance: 05/01/2025

Nationality: Filipino

Primary Language: English

Residence: Manila, Philippines

My informant recalls a fond memory from his school days. He grew up in the Philippines, and when my informant was a child, he attended an annual festival called “Salu Salo”, which means welcome, or something similar, in Tagalog. It was a school event, wherein he and his classmates would experience Filipino culture, and play at various stalls and events related to the festival. His whole middle school would have haunted houses, small rides, and bounce houses set up, and it was the preeminent celebration of their school year. Normally, his school, which was Catholic, had a uniform, but on this day, children were allowed to wear whatever they want. It’s a spin on the classic Filipino “Fiesta”, or celebration, and to start it, the class would all be together, and have a party, involving dance, food, and other games. Parents were invited to attend, and teachers would man the stalls and join in celebrations with their students. Overall, it was a fun event that encouraged the students of my informant’s school to be proud of their Filipino heritage and be rewarded for their work across the school year. 

This festival sounds to me like a combination of a more typical end of the year party and a more traditional celebration of Filipino culture. I’d imagine that events like these help to connect feelings of relief and happiness with national pride, bolstering morale while also reminding children of their background.

Haunted 4th Floor

Age: 21
Language: English

“I remember being told this story by my 9th-grade Spanish teacher. The story goes that sometime in the 80s or 90s there was a janitor who got super obsessed with one of the cheerleaders. He ended up stalking her and talking to her any time he saw her. After school one day, when she was alone, he asked her for help with something on the 4th floor. He ended up killing her, scalping her, then leaving her body on the 4th floor. Legend says that now it’s haunted because they left her body up there, which is why it was also boarded up and no one is allowed to go up there”. 

[Why would you hear this type of story from your Spanish teacher? Do you believe it?]

“It wasn’t just me she told it to, but the whole class during a kind of like Halloween storytime thing that she did every year. The scalping thing was something I heard from someone else. I’m not sure if it actually happened, but I could believe that someone could have died in our school at some point.” 

Analysis: 

Due to the inclusion of the years 80s/90s, we know that this particular story must have emerged from around that time or after (terminus ante quem), and that it could possibly have originated from this particular Spanish teacher. The legend is part of a larger, yearly ritual where she creates a more laid-back environment for her students during Halloween by telling stories. I think this story has succeeded in its purpose to have fun and bring students together due to the variation and addition of students creating their own theories and parts of the story (like the addition of the girl possibly being scalped). Besides this, in a more serious sense, it serves as a warning to incoming female students entering high school about the dangers that exist in the world.
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The Quran-Reading Jinn

Nationality: American
Age: 18
Occupation: Student

Informant Information:

Age: 18
Date of Performance: 4/01/2025
Language: English
Nationality: American
Occupation: University Student
Primary Language: English
Residence: Los Angeles, California

Legend Text:
“Aight so lemme tell you this story I heard from a Sheikh, right? He was talkin’ about this boy who went to some Islamic boarding school. Real quiet dude—didn’t really vibe with nobody. Like, he’d just be sittin’ by himself all the time, barely said a word to anybody. Never played, never joked, nothin’. Just… there.

But here’s where it gets weird. At night, the other boys start hearin’ this scratchin’—like real scratchin’, on the walls, the floor, soundin’ like somethin’ tryna claw its way through or somethin’. And it wasn’t no small sound either—loud enough to wake ‘em up. So they all freak out, runnin’ to the teachers all panicked like, “Yo! There’s somethin’ in the room!” But every time the teachers came, it was just silence. Nothin’ there. No marks, no animals, nothin’.

Now guess who never woke up? That boy. Slept through all of it like a baby. No tossing, no turning—just peaceful as ever, like he ain’t hear nothin’. And that’s when folks started whisperin’—sayin’ maybe he was possessed or some jinn was up in him. But like, they couldn’t prove nothin’, so it was just rumors.

Then one night, one of the teachers starts recitin’ Quran out loud, tryna bless the room or calm folks down or whatever. And boom—the quiet kid just sits up outta nowhere and starts recitin’ too. But the crazy part? He was killin’ it. Like, word-for-word, smooth, no stumbles. Dude was recitin’ like he’d been doin’ it his whole life, maybe even better than the teacher. Everybody just froze. Like, how you doin’ that with no practice, barely even talkin’ during the day?

So now everybody really trippin’. Cuz now they don’t know—is he just mad gifted? Like, maybe God really blessed him with that kind of talent? Or is it somethin’ else? Cuz the way he spoke, man… it ain’t sound regular. It ain’t sound human. Gave folks goosebumps. After that, nobody really knew what to think. Was it a miracle? Or was it the jinn speakin’ through him?”

Context:
The informant is Muslim and heard this story during Ramadan, a spiritually heightened time when discussions of the supernatural are common in Muslim households. She believed it was told to create awe, fear, and moral reflection.

Analysis:
This legend explores the mysterious boundaries between divine giftedness and supernatural interference. The Jinn here is not malevolent in the traditional sense but instead creates confusion around spiritual authenticity. It highlights the complex role Jinns play in Muslim culture—not just as spirits of fear but as beings capable of deep religious knowledge. The setting in a Quranic school emphasizes the sacred nature of the space and the high stakes of interpreting spiritual phenomena.

The “S” (Cool S)

Text:

The “S”/Cool S

(Wikipedia)

Context:

My informant describes the “S” or the “Cool S” as a drawing of an “S” in a graffiti-like style. She has first seen it during elementary school, where classmates would draw this “S” in their notebooks or the margins of their papers. She interprets it as something kids would also teach each other how to draw. It consists of two rows of three lines that are connected to make a pointy letter “S”.

Analysis:

I interpret the “S” as mostly children’s folklore. The “S” has very unclear origins outside of school because it is where people learn about it and how to draw it. I notice that this spread simply through children learning and teaching each other. This iconic drawing’s origin may have been lost most likely because it was children who spread it. The graffiti style of the “S” could also imply rebellion. In many schools in America, gang signs and anything that could resemble a gang symbol are typically banned. While the “S” does not particularly represent anything specific, children still gravitate drawing and spreading this symbol just for some inconsequential malicious compliance.

A Lucky New Year

“At the beginning of every new year, my mom and dad put an item related to school in front of Ganesha to bless my brother and I for the year to come”

At the beginning of each year, their parents pray and place an item, usually dealing with education, in front of Ganesha, one of the most worshipped Hindu deities or gods. In Hinduism, Ganesha is associated with success and removes obstacles in one’s life. This is done to bring blessings to the kids for the new year and to bring success and well-being into their lives. For her, her mother places textbooks and a student ID in front of Ganesha. Education is considered to be extremely sacred in Indian culture, specifically for her family. Education, and objects pertaining to it, are symbolic of her whole life “in the eyes of Ganesha” and seen as a sacred pursuit, thus the obstacles on this path will be removed. She also emphasized that it is a ritual and tradition she will carry on for her own family as well.

My first interpretation of this tradition was that it would bring good luck and success into their educational journey, and while that has an aspect, it also encompasses practically their entire life, rather than just the education portion. Due to the importance that education has in Indian religion, it can be seen as one of the more important factors to put blessings into. This ritual was learned through the Hindu culture, demonstrating that something like textbooks can be considered a folklore object, and the act of placing them as a gift for a deity is a folklore practice passed down through families and communities. While folklore is often word of mouth stories and myths, it can intersect with religion and the culture that surrounds it, in this case Indian culture. This practice connects her and her family to their heritage just as folklore intends to do, additionally with the prayers spoken by the parents have been passed down through their ancestors, continuing on today.