Category Archives: Humor

Limerick: “Monkey and a Baboon Sitting in the Grass”

Nationality: American
Age: 17
Occupation: Student
Residence: Staunton, VA
Performance Date: April 21st, 2021
Primary Language: English

Main Piece: 

“Uh… Here’s one. Monkey and a baboon sitting in the grass. Monkey stuck his finger up the baboon’s ass. The baboon said ‘Monkey, damn your soul! Get your finger out of my asshole!’”

Background:

My informant learned this from his step-grandfather when they were bonding as part of the joining of two families. My informant presented it as a situation where the performer of this limerick recites it to a single person in a setting where it would normally be inappropriate- for example, over the dinner table. This would provoke groans or laughs from other listeners. The reciter apparently could be called on again to tell new people the same limerick. 

When asked the meaning of this limerick, my informant responded:

“There is absolutely no meaning to this. And I would say this if it occurred to me and I was hanging around my friends and thought ‘Hey, y’all want to hear something funny?’”

Thoughts:While my informant took a nihilistic view of this limerick, this seemed mostly based on the lyrics. While the lyrics seems predominantly intended to shock and amuse, the context and audience response to this limerick points towards another purpose. The first thing that stuck out to me was that this limerick was part of an early bonding between two separate family units. This means it may serve as a benevolent version of wedding or funeral pranks. This could serve to break the tension of liminality as two families undergo a transition. I doubt that this is always the purpose of the limerick, but the interesting bisecting of the audience does make me think this is something of a welcome. According to my informant, one person- a new person -is receiving the recitation while others moan and grandpa doing his normal thing. This singles a person out as someone who now knows the limerick and welcomes them into the same group as the rest of the audience. In the situations that my informant put forward, this seems like a piece of humor that functions as a bridge over liminality. Further evidence of this interpretation is the tendency to call on the reciter to serve their role again when another new person is present. 

Folk Belief: It’s Good Luck to Kill a Scotsman

Nationality: English
Age: 20
Occupation: Student
Residence: Cobham, England
Performance Date: April 22nd, 2021
Primary Language: English

Main Piece: 

Informant: “There’s a law in England that in York on Sunday, you’re allowed to kill a Scotsman with a bow and arrow. So- I mean, this was put in place in the 1700s when England was at war with Scotland and it was never repealed, so it still exists. So, apparently, some people think that if you do this— Of course, there are like law kinda hierarchies, so the murder law I think also applies. I mean, it’s apparently supposed to give you luck if you do kill a Scotsman. I mean, I’ve never tried it but…”

Collector: “Is there any like traditions or things that people do on a Sunday to celebrate this law? Besides killing Scotsmen.”

Informant: “Well, you know, I don’t know. I heard, you know, a thing once. This might be one guy. I heard people like treat the Scotsperson as an animal and they left, you know, a bowl of haggis outside as bait. And they would wait in the bushes. I mean, this is England, so…”

Collector: “Do the Scotsmen like this?”

Informant: “I don’t think so. I don’t think they go to York on a Sunday.”

Background:

My informant had not personally partaken in any of the rituals surrounding this law. From the way he presented it, it was up to individual interpretation how to personally engage with this law, hence the singular person hiding in the bushes. No set rituals necessarily exist in any official or widely known capacity. My informant said he understands it as the good luck associated with the killing is what is well known. He also made it clear that these efforts were obviously facetious and the repetition of “it’s good luck to kill a Scotsman in York on Sunday with a bow and arrow” is something of a running joke.

Thoughts:

There are direct ties between this piece of folklore and intercultural tensions. At the time of the laws establishment, there was an active war between England and Scotland. However, in the modern United Kingdoms, there is a different sort of tension. The Scottish Independence Movement is largely championed by Scots and largely blocked by British government. As such, while the two cultures are within the same nation, there is a tension between the Scots’ desire to leave and the relative power that the British have. I think it’s possible that this folklore is a piece of malevolent humor shared between the Brits. It serves primarily to denigrate the Scots as a group but is obviously facetious enough not to be too egregious for public.

Children’s Song: Hitler is a Jerk

Nationality: American
Age: 64
Occupation: Software Engineer
Residence: Staunton, VA
Performance Date: February 5, 2021
Primary Language: English

Main Piece: 

“Whistle while you work!

Hitler is a jerk!

Mussolini bit his weenie

Now it doesn’t work”

Background:

My informant said that this was a popular limerick when he was a little kid in New England. It was something that kids would sing at recess. Some teachers didn’t care, but it wasn’t a limerick encouraged by any authority. My informant interpreted the limerick as simple playground fun, with people having more fun with the biting of the weenie than the anti-Nazism.

Thoughts: 

This is an example of two popular phenomena in children’s folklore. First, it’s an example of nonsensical material in children’s songs. This nonsense, Jay Mechlings argues, is meant to confuse adult observers, affording the normally powerless children some measure of power by being “in the know.” Second, this is an example of body experimentation/gross-out humor. This kind of “biting weenies” humor is popular in children’s rhymes. It’s a way to safely explore adult topics on children’s periphery. For another version of this, see Sherman, Josepha. “Gopher guts and army trucks: the modern evolution of children’s folk rhymes.” ELO: Estudos de Literatura Oral 6, 2000. 212.

Practical Joke: Eating an Orange Like a Monkey

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

Main Piece: 

Informant: “It comes from my dad. I remember distinctly, I was probably four and he said ‘I’m going to show you how to eat and orange like a monkey.’ And this is how you do it. You take an orange and you orient the stem perpendicular, and you cut it in half so that you see, you know, the typical cross-section if an orange with all the sections in a radiant circle like a sun. So, then you pick up- you do this to each side of the orange -you pick up the half of the orange and you take your little four-year-old teeth which grow into sixteen-year-old teeth and you go around the orange, you dig the flesh of each section out with your front teeth. Particularly good when you still have your front teeth but you don’t have your side teeth because you’ve lost them. So, you scoop the orange meat- pulp -out, going around the perimeter of the orange. Then, what you do is you take the orange and you squish it in half. So, you know, it’s a straight line on the top and you’ve got a semi-circle underneath it. Does that make sense?”

Collector: “Yeah.”

Informant: “So, you squish it in half and you hold it up to your mouth and you drain the orange juice that you can get into your mouth. So, then you take it down and then you fold it the other way so you still got a straight line, but now you’re taking the rest of the pulp- you understand what I’m saying? Like you fold it the other way and you do the same thing; you squish and you get all the orange juice out of the other half. And then what you do- now it’s all pliable, so you take your orange half, which is mostly peel now and some pith, and you turn it inside out and you eat each of the like sectional pith pieces one by one. And that- and then you do it to the other side of the orange -and that is how you eat an orange like a monkey. And I always did this my entire childhood.” 

Background:

My informant considered this something almost unique to her family, though she said that she thinks her father learned it from a kid he went to high school with. She described this as something of a practical joke with practical benefits for her father: 

“And then, about two years ago- I’m fifty-two, so when I was about fifty I said to my dad ‘You know, Dad, I’ve now fifty years old and I have never in my entire life seen someone eat an orange like a monkey except your children.’ And he said ‘Well, I learned it somewhere and as soon as I realized I had five children and as soon as the first one- as soon as I stopped peeling an orange for one through five then the first one would be hungry again. I knew I had to teach them how to eat an orange by themselves. Fortunately, I recalled how to eat an orange like a monkey, and I taught you all, and that’s how I escaped a life of peeling oranges.”

My informant says she did not proliferate this practice because she only had two kids- she didn’t mind cutting up two oranges.

Thoughts:

This practice is difficult to interpret. Its marketing seems geared towards kids- eating like a monkey is fun for kids -so I wouldn’t be surprised if this was originally intended as a trick to get kids cutting their own oranges. However, the informant’s father learned it from a peer, not as a parenting trick, and applied it that way himself. I would tentatively suggest that this is folklore originating from children, given Jay Mechling’s analysis of how children’s rituals are often highly complex and absurd but treated with enough solemnity to follow the exact labyrinthine instructions. This also strikes me as a possible practical joke. Presumably, the goal would be to keep a straight face as you forced someone else through an intricate and increasingly ridiculous process. This seems likely as something taught by one high schooler to another.

Blind Dwarf Riddle

Nationality: USA
Age: 20
Occupation: Student
Residence: Los Angeles
Performance Date: 4/15/21
Primary Language: English

Main Piece

JD told us he had heard this riddle in elementary school, around 4th grade:

“You walk into a room and you find a dead man. And all that’s in the room is a noose, because he hung himself, and a cane, and sawdust. What happened?”

The other participants and I took a few shots in the dark, and JD said: “It’s so dumb there’s no way you’d ever get it.” When I suggested that I might have heard it before, he said “there’s no way you’ve heard this before.”

Eventually, JD revealed the answer:

“Obviously, the man is a blind dwarf clown — he works at the circus, so his entire source of income is being a freak at the circus. He’s in the circus tent, but there are termites and they eat the bottom of his cane. Since he’s blind he thinks he’s growing, so he’s losing his source of income, and so he kills himself.”

Informant background

JD is a student at the University of Southern California. He is from Las Vegas, NV.

Performance context

This story was told during a folklore collection event that I set up with a diversity of members from the USC men’s Ultimate Frisbee team. We were in a classic folklore collection setting: sharing drinks around a campfire, in a free flowing conversation.

Analysis

This riddle seems to be of the kind where it is amusing to hear the answer because of its silliness, rather than one that a guesser might realistically have a shot at. The fact that JD clued us in by saying “it’s so dumb” we’d never get it allowed us to not be as disappointed or frustrated in how silly the answer was when it came.