Category Archives: Narrative

The Boy Who Cried Wolf

Text

“I think it was basically like, a boy would be outside playing, and he would always, you know, yell that a wolf was coming, or a wolf had done something bad, or he would do something bad and blame it on the wolf that was there. So he kept crying that there was a wolf, or yelling out that there was a wolf, and then people started- they’d always come running and there was no wolf, and he [the boy] thought that was really funny. And then eventually the wolf DID come, and when he cried that there was a wolf, nobody came to pay attention to him because he had lied so many times, and then the wolf ate him.”

Context 

J, my mother, currently lives in Seattle, Washington in the United States, but grew up in various towns in Ontario, Canada. She is the oldest of three siblings, and first heard this tale from her father when she was very young. When asked about the context in which she first heard the story, J provided the following: 

“I’m having a little bit of difficulty remembering the exact context, but Grandpa always was a big, like, moralistic storyteller, so he would use examples. So often when [her brother’s name] and I would fight, um, we would try to accuse each other of all kinds of outlandish crazy things. And, you know, sometimes I, as the older sibling, would try to work things to my advantage. And Grandpa would get frustrated with us because he knew that we were exaggerating or blaming each other for things. So he would basically talk to us about the story of the boy who cried wolf, because he was trying to enforce in us the idea that if we exaggerated or said things that weren’t true, that, you know, when something actually did happen we wouldn’t be believed.”

Analysis

As J stated in her own interpretation of this story, The Boy Who Cried Wolf fits closely within the common notion of a tale: a story with a moral value or lesson that is told primarily to children. In this instance, the tale’s moral is cautionary, showing a young boy who transgresses numerous social boundaries and is punished (eaten by the wolf) as a result. In a slightly simplified application of Levi-Strauss’s paradigmatic theory of structuralism, this tale features a binary opposites pair of honesty and dishonesty that correlate to safety/community and danger/isolation respectively. When considering J’s observations about truth-telling, this tale ties into the trust involved in sharing knowledge within a group; the boy’s lies not only made him an unreliable source of information, but threatened the integrity of the information passed around the group as a whole, and as a result, the boy was cast out through a refusal to believe his cries for help. J’s statement that the boy found lying funny also suggests that finding humor in serious situations or not taking things seriously is frowned upon in her family and society.

UFO Over Bridge Sighting

Text 

“Alright, uh, so this was my middle school teacher in 7th grade, whatever, who was an English teacher. Um, and he was like an old man who would just tell random stories about his life. This one time, him and his girlfriend at the time were like, hanging out, I guess, just in- they were on like a bridge in a city on a date, you know, like a romantic date, looking at the stars on the bridge. 

They’re hanging out on this bridge, they’re sitting, they’re chatting, um, and they see in the sky this moving, like, thing. It looked sort of like- well, it looked like a spaceship, is what they said. It had- it was like, some kind of thing in the sky and had like, lights underneath it, and it was moving in sort of like a figure eight pattern in the sky, just like right above the bridge, uh, above the city. And they both saw it for a while, and they were watching it, and eventually it left. Um, and he- I remember my teacher followed the story up with like ‘kids these days- you guys wouldn’t have seen it because you would be on your cell phones!’” 

Context

C is a University of Southern California student who went to middle school in Mercer Island, Washington in the United States. While unsure exactly when his teacher experienced these events, C guessed it happened about twenty to thirty years ago. He also guesses that his teacher has told this story to other classes of students. When asked about his and his classmates’ reactions, C said their reaction was skeptical but interested and polite.

He then followed up with an explanation of his teacher’s own stance on aliens: “Um, I don’t think he thinks it was aliens, necessarily? I think he believes- or, he told us he thinks it was a stealth plane, because they had like government stealth planes, and apparently he looked up what government stealth planes are like nowadays…and it apparently looked pretty similar to a stealth plane, so he thinks maybe it was that. Because it was kind of like black and V-shaped, I guess.” To explain the final part of his retelling, C also added that his teacher was very anti-cellphones.

Analysis

Folklorists have discussed how alien beliefs are often indicative of the US’s societal predispositions towards the future, upwards direction, and technology, and this memorate has several elements that seem to support this notion. C’s teacher’s explanations for the ‘true’ identity of the UFO as a stealth plane seems to indicate an air of mystery, intrigue, and perhaps even fear surrounding unknown government practices and technology. In addition, the way that C’s teacher ended the story with a jab at the cellphone usage of today’s children showcases the fluidity of narratives and how the meaning behind a narrative comes from one’s mind. While C and his classmates see the memorate as an entertaining (if unlikely) legend, C’s teacher, with his anti-cellphone moral message and skepticism towards the truth of the event, seems to have refashioned his experience to somewhat resemble a tale.

Mikey Life Cereal Urban Legend

Text 

“So, in the 70s and 80s, one of the more popular television commercials I remember was for Life Cereal. And there was a little kid in it, and basically it was like he hated everything, and then they gave him this bowl of Life Cereal and he started to eat it and it was like ‘Mikey won’t like it, he like- he hates everything!’ And then it’s like ‘Oh Mikey! He likes it!’

…I don’t know how this started, but there was some urban legend that started to go around that Mikey had died. And he died because he ate Pop Rocks and then drank a can of Coca Cola. And apparently either exploded his insides or something like that and he had died.”

Context

J, my mother, currently lives in Seattle, Washington in the United States, but grew up in various towns in Ontario, Canada. She recalls that she first heard this legend from her friends on the playground when she was relatively young. J gave the additional context that this Life Cereal commercial would air often during Saturday morning cartoons, which meant that “all the kids knew who Mikey was.” As a result of the legend, she and the other kids on the playground would dare each other to eat Pop Rocks and drink Coca Cola, to objections of “‘No, Mikey died from that!’” She concluded telling me the legend with the following:

“I do believe it was eventually dispelled, I don’t think Mikey was dead? Um, [laughs] but actually to this day I don’t even really know! All I know is that drinking Coke and eating Pop Rocks is apparently really bad for you, can kill you.” 

Analysis

J’s recollections indicate that this urban legend was primarily a piece of children’s folklore. Drawing from Folk Groups and Folklore Genres: an Introduction chapter author Jay Mechling, this legend seems to be an example of children experimenting with disorder and parody. By taking a benign commercial featuring a child eating cereal and twisting it into a gruesome urban legend, my mother and her peers were able to discuss the concept of death and dangerous/unhealthy foods in a way that exaggerates, mocks, and inverts adult ways of perceiving these topics. That this legend also sparked a form of play (daring each other to eat Pop Rocks and drink Coca Cola) further allowed them to explore a sense of danger in the safe proximity of adults. This legend could also be another example of how Mechling discussed commercial foods being a particular target for ‘antithetical’ children’s folklore as a representation of underlying fears about bodily safety and changes.

Bumper Skiing Urban Legend

Text

“When we were little up in Canada, when it would snow, which seemed like a lot, and the snow would get packed down on the streets in our neighborhood, me and my friend would put on our ski clothes…and we would hide in the bushes near a stop sign. Then, when a car would stop at the stop sign, we would sneak in behind the car, grab the bumper, squat down so our feet were on the ground, and when the car would start to go we’d basically be skiing behind the car. And one time, when I was little, I was probably eleven or twelve, someone told me the story of the kid who was bumper skiing one time and got his finger stuck in the bumper, and the car pulled his finger right off!”

Context

 M grew up in Vancouver, British Columbia, Canada, but currently lives in Seattle, Washington, The United States of America. He called the activity from which this urban legend stemmed “bumper skiing,” which, from his description, seemed to be a regular and popular activity when the weather conditions were right. The ‘someone’ he mentioned telling him the story was one of his friends; he also did not know the specific identity of the boy who lost his finger in the legend. When asked if this legend influenced him or his attitudes and behaviors towards bumper skiing at all, M said: “Well, I was a little more careful where I put my hand!”

Analysis

To me, this urban legend seems to serve two main purposes. On the one hand, it seems like a way to acknowledge and even emphasize the dangerous play taking place and create a greater sense of risk. That the boy in the story is unnamed creates a sense that it could happen to anyone. It also perhaps allows for a way to externalize and discuss personal fears and anxieties around the practice more indirectly. However, this legend is also clearly a cautionary tale about the harm that may be caused by improperly bumper skiing. M’s telling of the context surrounding bumper skiing indicated that it was a somewhat secretive form of play with little to no adult supervision. For M personally, the legend had a tangible effect on how he partook in bumper skiing, making him more conscientious of his own safety. The spread of this legend could create a way for children to check in on and enforce each other’s safety by drawing on a general sense of folk authority and knowledge.

UFO Over Highway

Text

C: “Okay, so, this happened, like, ten something years before I was born. Or maybe like five something years? My mom and dad were driving down the highway. I don’t know which highway– it was a specific highway though, they told me the name of the highway. And they were driving down the highway, and suddenly my mom sees these lights in the sky, so they pull over and there’s these like, mysterious lights. And it’s not just like a one-off flash. It’s these, like, moving patterns of glowing lights in the night sky. And my mom and dad are both looking at it, and other people have also pulled over, like, on the side of the highway to observe these lights.

Me: Oh my god! So it’s not just them.

C: Yeah, it’s not just them! And then the next day they read about it in the newspaper. Uh, so they definitely saw these moving lights, and they think it was like- they don’t know what it was because it was like- it couldn’t have been mistaken for a plane or something. It was like these moving patterns of lights in the sky.”

Context

 C is a University of Southern California student from Mercer Island, Washington in the United States; his parents had this experience sometime in the 1990s (and pre-cellphones) while on their way to the Seattle-Tacoma International Airport. He stated that his parents told him this story when he was around fourteen or fifteen, but clarified that it was due to his parents having many stories to tell, rather than because of any concern about his age or readiness to hear the story. When asked about his and his parents’ belief in aliens, he stated: “My mom thinks it was, like, she doesn’t know what it was, but my dad is more of a skeptic. He thinks it was definitely just like a plane or a weather balloon or something. My mom does not know what it was.” 

C mentioned that he will tell this story to people if the topic of UFOs comes up in conversation, but not “out of nowhere.” When asked about his own beliefs in aliens, C stated the following: “I mean, sometimes I think people will have UFO stories and you sort of have to be polite about it. Um, I don’t- I don’t think aliens are real, but I did think it was like, pretty interesting. But I believe that they saw whatever they thought they saw.” He also stated that he looked for the newspaper article on the event that his parents claimed existed but was unable to find it. 

Analysis 

This memorate showcases the variety of attitudes and beliefs in the United States about aliens and the desire US society has to both prove and disprove legends. The number of other people present, the persistence of the lights, and the newspaper article allegedly written about the UFO sighting are likely mentioned to add credibility to the tale by indicating a larger network of rational peer witnesses. However, C also mentions his and his father’s explicit skepticism and his mother’s uncertainty about what actually happened, keeping the event’s supernatural element up for debate and allowing the respectful persistence of multiple perspectives within the same family. C’s mention of telling others this legend when discussing UFOs also indicates the memorate’s personal value to him as a means of connecting with others over strange yet possibly shared experiences.