Category Archives: Legends

Narratives about belief.

Haunted house on the hill

Age: 20

Text: Ghost story of Richmond, England – haunted house on the hill

Context: “In my town in London, I live close to this really popular hill. On the hill, there’s a pub, and a lot of people go there at night, or they just walk up the hill during the day. There’s a huge, really nice, old house on the top of this hill. It’s beautiful, and definitely worth a lot of money, but it is completely abandoned. No one actually knows why, but people have made up a lot of stories about how it is haunted, because they think there must be some explanation for why no one lives there, and also why it’s never gone up for sale. When I was younger, my neighbor told me that it was haunted by a spirit. She said a pianist once lived there, named Isabelle. She moved into this huge house completely alone, and no one knew where she got the money to afford it, or why she needed such a big place for just herself. Anytime you walked near the house, you could hear her playing the piano. One night, the piano completely stopped, and no one heard from or saw Isabelle. Eventually, the police broke in and found the piano open, with a warm cup of tea sitting on it, but no sign of Isabelle. No one ever found her. Anyone who moved into the house after this, would hear the piano playing at the middle of the night. When they went downstairs to investigate it, it suddenly stopped. One tenant tried to move the piano out of the house, but tripped and fell, hit his head on the piano, and died. After this, no one dared to move into the house and it has remained empty ever since. After hearing this story, I told all my friends, and we used to dare each other to run up to the house and peek inside. One of my friends swore she saw a shadow sitting at the piano. This was only one of the variations I heard about this supposed haunted house, but to this day, no one has any idea why it has been abandoned.”

Analysis: This story about a haunted house functions as a legend. It is set in a real-world location and is framed around belief. The house exists, but the question of whether the ghost truly haunts it is open to interpretation. However, the purpose of this legend is less about whether or not the ghost exists but more about the negotiation of what to believe and the counter-legends that are produced from it.

The interviewee’s account of the story is an example of ostension, which is when people act out the contents of legends in real life. Her and her friends daring each other to run up to the house shows how the legend became social and performative. These performances do not make the story true, but they make the legend feel real. The narrative structure of this particular legend is also FOAF (friend of a friend). The interviewee heard this legend from her neighbor, which helps reinforce the truth. Additionally, her friend claiming that she saw the shadow also makes the legend more believable.

There is also a cultural function of this story. Whether or not the people in this town believe in the ghost, the legend functions to explain a question: why the beautiful, expensive house remains abandoned. People create folklore, like these ghost stories, to fill the gaps in knowledge. The legend also reinforces a collective identity of the town. The house is no longer just a house, but it is a piece of community and history. It connects people through emotions, whether that is fear or curiosity. This shows how folklore performs a social function in maintaining group identity. The interviewee associates this story with her town and the people she grew up with.

The different symbols and variations that the interviewee has claimed to hear can be considered allomotifs. If a specific part of the story has changed (e.g the instrument being a violin rather than a piano), that part would be considered an allomotif. The function of the story remains the same though, as the idea is that there is a haunted instrument that represents the haunting of the dead spirit.

The Kappa Legend

Age: 21

Text: The Kappa: a Japanese legend

Context: “I’m not Japanese, but many of my classmates in my elementary school were from Japan and China, so I heard a lot about the Kappa creature. In eighth grade, my school did a trip to Japan, and all my friends who lived there warned me of Kappas. Any time we walked by a river, my classmates would tell me that there was a Kappa in there, waiting to drown us. I remember some of the rivers even had signs that would show children getting attacked by Kappas. I never saw a Kappa, but they described them as scaly, green reptiles that were almost like a cross between turtles, humans, and dragons. My friends always told me that if we encountered one, it would attack me, and not them, because they know how to treat a Kappa as a Japanese, but because I was not Japanese, it would come for me first.”

Analysis: The story of the Kappa is an example of a legend rooted in Japanese culture. Although the interviewee is not Japanese, he still participates in folklore. This shows how folklore can be inclusive, as he is able to learn about and understand this legend. However, it also shows how folklore is exclusive, as even though he can learn the folklore, he is never truly part of it. His classmates told him that the Kappa would attack him only, because he did not know how to properly respect it, as he is not Japanese. This relates to ethnonationalism, and how folklore can be tied to ethnonational identity. This also shows the difference between emic vs etic perspectives. His classmates represent an emic perspective, as the Kappa is part of their internal worldview. For the interviewee, though, it is an external observation. He becomes a partial participant in the folklore through performance.

This story also shows how folklore becomes institutionalized in everyday life. The fact that it is common for there to be signs warning people of Kappas in the water, shows that the creatures are not just legendary, but also pedagogical. The creature acts as a warning to prevent children from going in the water, making the legend a cautionary tale. Although the creature itself will not drown you, a young child swimming in the water when they are unable to, can cause drowning, and the Kappa is a way to prevent this.

Lastly, this also shows how folklore can be a part of memory and rites of passage. This school trip is defined and remembered by the Kappa, which shows how folklore can create cultural learning. Even though he never had a personal encounter with a Kappa, the creature became part of how he understood not only Japan, but also his status as an outsider within Japanese culture. The personal connection into lived experiences gives the legend power.

Legend of Chupacabra

Age: 20

Text: The Legend of Chupacabra

Context: “My parents told my sister and I about many different Spanish creatures and figures, one of them being the chupacabra. The chupacabra is a vampire-like animal that sucks on the blood of other animals. I grew up on a farm, so we had pigs and cows that we took care of. My sister and I grew up with the fear of the chupacabra attacking our animals, so we had to be extra cautious at the farm. My parents made us have a bucket of water beside the animals, because allegedly, chupacabras are scared of water, and pouring water on them would “drown” them. One time, one of our cows got mange, and my sister and I were so worried that a chupacabra attacked him. It took us a while to get over our fear because we genuinely believed that they were coming to suck the blood of our animals. We realized later on that our parents told us this story for two reasons. The first is, even though I’m Mexican, I did not grow up speaking Spanish well, and my parents were worried I would not have a strong connection to my ethnicity. They told my sister and I this story as a way to understand our culture more. The second was more for teaching purposes, as they wanted us to learn how to take care of our animals properly and be extra cautious in order to prevent them from getting diseases.”

Analysis: This story about the chupacabra is a classic legend. The chupacabra is a folkloric, legendary figure based on Spanish culture. This creature exists in the real world, but the truth value behind it is unknown.

The actions described in the story is an example of ostension, as the belief has led to real actions. The interviewee placed water buckets next to the animals because they believed it would protect them in case they had to come in contact with a chupacabra. Even though this protection mechanism has no scientific evidence or reasoning, it gives the family a sense of control. When one of the cows got mange, the chupacabra was blamed, which shows how folklore can become a cultural model that explains misfortune and negative consequences. Folklore can work as a way to try to explain the unexplainable. Although the legend may not seem believable, the belief is contextual. Since the interviewee grew up on a farm where hsi animals encountered unknown illnesses and death, the legend was a way to explain this. 

The story is also an example of polygenesis, as there are similar stories of blood-drinking animals in many different cultures. For example, the most notable one I could think of is vampires in European culture. It is also often compared to Sasquatches, which are another common predatory figure. These creatures are a reflection of shared fears among different cultures. For example, the sickness and death of animals and humans due to environmental experiences. Without scientific knowledge of why this happened, people turn to folklore to explain it. Many cultures experienced this fear, which is why they came up with legendary creatures, and as a result, the creation of allomotifs. These narrative figures fulfill the same role within their cultures, but are slightly different based on the region.

As the interviewee mentioned, the story also reflects the role of folklore in intergenerational education. By telling their children stories about chupacabras, the interviewee’s parents are not only passing down a story, but also teaching them how to care for their animals. The legend is able to shape the behavior, as a memorable narrative can be more effective than instruction.

Kaguya – Legend

Nationality: Korean
Age: 20
Occupation: Film & TV Production Major Student at the University of Southern California
Residence: Orion Housing at the University of Southern California
Language: English

Text:

The popular tale of The Bamboo Cutter features an old man who finds a bamboo stalk with a girl inside the stalk. The girl grows to become one of the most beautiful people in the entire empire, catching even the attention of the emperor. To win her over, she makes her suitors do insane tasks. She eventually reveals that she is extraordinarily beautiful because she is from the moon. After falling in love with the emperor, she realizes she must go back to the moon, and offers the emperor immortality so that he may not forget her. However, the idea of being tortured by an eternity where he lives forever knowing he can never be his lover is too much for the emperor to handle and he burns the immortality token she grants him.
Context:

The performer witnessed this lore in Japanese culture originally before looking into its origins within Korean folktales as many “Kaguya” characters in Japanese media are beautiful women who seem out of the male lead’s league. One of the mediums he watched with involved this type of trope was the movie Princess Kaguya. He felt that while the Kaguya trope has many supernatural elements, the idea of being “banished” somewhere such as the moon, the feeling related to the universal duty one sometimes feels toward their “point of origin” (family).

Analysis:

A common theme within East Asian cultures is the idea of family and societal duty. The moon is representative of “home” or family in which Kaguya must return to and sacrifice her hopes of love for in order to serve a power larger to herself.
Additionally, Korean Buddhist ideas of balance, harmony, and impermanence are represented through this tale as at first, Kaguya resists her role of being a “submissive” beautiful object in society. However she can only resist for so long before nature runs its course and that beauty is taken away and sent back to the moon. While bittersweet, this story serves as a tale to remind Koreans to keep their realities in check. Sometimes it’s okay to dream big and long for more, but at the end of the day, family and loyalty to your origin should be at the forefront of one’s values.

Hitler Tree – Legend

Nationality: American
Age: 20
Occupation: Geological Spaces Major Student at the University of Southern California
Residence: Gateway Apartments at the University of Southern California
Language: English

Text:

There is a tree on the USC campus known as the “Hitler Tree” notorious as being the tree that was gifted by Hitler after the Olympics.

Context:

The performer is a Geological Spaces major at the University of Southern California who was required to take an archictecture tour of the University of Southern California for his class. Along this class, he walked by the courtyard near the bookstore. The tour guide/professor stood in front of one of the great trees and said that the gift was a present from Germany (specifically under Hitler’s Regime) because Hitler was so impressed by one of the USA Olympic Champions (who was from USC), that he gifted the school a tree. The tree is no longer called the Hitler Tree for politically correct reasons, but is still in the yard to this day, and an integral part of USC lore because he feels as though one is not a true USC student until they know the lore.

Analysis:

USC is a very proud school with a tight-knit gated campus, 30k+ students valiantly wearing gold and crimson, and low acceptance rate. People take pride in knowing hidden gems along the USC campus because it proves how legit of a student one is.

There’s a lot of speculation behind whether or not the Hitler Tree is real and/or still exists. While some people claim it is that very tree in the yard, others claim it died years ago, but honestly it doesn’t matter whether the tree is still alive or not because it is the notoriety of the story being related to the infamous Hitler and the badge of honor of whether or not someone knows this story exists that is the true testiment to how “hardcore” of a USC student you are. Similar to how German folklore unified people politically and gave rise to modern-day Germany, USC stories (even the taboo “Hitler Tree”) are proof that USC students belong to their tight-knit folk group.