Category Archives: Tales /märchen

Stories which are not regarded as possibly true.

The Kong-Kong Gwishin

Nationality: Korean
Age: 49
Occupation: Hardware Engineer
Residence: California
Performance Date: 10/30/2021
Primary Language: Korean
Language: English

Background: This story is passed around between students. The informant relays that this story was especially common in “doksuhshil,” a Korean building used for overnight studying where students could rent out cubicle-like spaces for a day and study until 3-4 AM, and “hakwon,” the prep schools that are extremely commonplace in Korea. 

Context: The informant conveyed this story to me over a video call, during nighttime in his house. He adopted a steady but story-telling tone, drawing out words for dramatic effect and making use of pauses. 

Relation to story: The informant states that this story was common especially around finals seasons and during high school/university tryout exams (Korea, unlike America, has necessary exams to get into certain universities and high schools). He mentions he first heard it from a classmate, then continued to hear it throughout his academic career. 

Text:

*(Notes: The informant will be referred to as “G” in the following text. Furthermore, this was originally told in Korean; it appears here in its translated form, translated by the interviewer.)

G: The name of this story is the Kong-Kong Gwishin. (TL: Kong-Kong Ghost) It was in a high school somewhere. There was a very hardworking student, but they were always ranked second. Even if they spent the night studying, they would always rank second. So, this student one day, they really wanted to rank first, so they spent nights and days studying, but again they ranked second. And, their seatmate who didn’t really seem like they studied at all, always was first. So, one day, they started to have somewhat of a competition. 

I: Both of them?

G: Probably one-sided. The second-rank student cared a lot more about it, probably. So, one day, the second-rank student called the first-rank to the stairs, and pushed them, thinking “If only they weren’t there, I could become first.” As such, the first-ranking student fell to the bottom of the stairwell and died. In the exam after that, that second-rank student finally placed first. They felt guilty, but their greed to be first was so great that they said “There’s nothing that can be done about it,” and thinking that way, they continued on. 

I: That’s so hardcore…

G: All over ranks. I mean, I guess I get it. But still. One day, that second-rank student was staying late in school and studying. Then, all of a sudden, all the way at the other end of the hall from the classroom, kong…kong…kong…kong….drrrrk. “Nobody here~” The one they had pushed to death with their own hands, that voice of the first-rank student, was echoing around the hall. After that, kong…kong…kong…kong….drrrrk. The door to the next classroom opened, “Nobody here~” and again: drrrrk. “Nobody here~” The student started to be scared, and remembered: Ah, if you meet eyes with a ghost, it’s said you’ll die, and quickly hid under their desk so their eyes didn’t meet the ghost’s eyes. Kong…kong…kong…kong…finally, the ghost was in front of their classroom. Suddenly, the door opened drrrrrk and at that moment, the student made eye contact with the ghost. The student died in that instant, and they heard “Found you~” before they died. 

I: How’d they die if they were hiding under the desk? 

G: That’s the scary part. See, the first-rank student had been pushed off that high stairwell, and fell backwards. Since they were falling backwards, they ended up landing on their head, and so their ghost hopped around on their head—kong….kong….kong…kong…—and had opened the door that way. 

I: So the ghost was already looking straight at the student from the moment they entered the classroom? That’s so scary! I definitely would’ve made that same mistake…

G: Yes, exactly. So, that’s the story of the Kong-Kong Gwishin
Interpretation: The environment and context of this story add significantly to the terror. The informant explains that this was frequently told in doksuhshils, which were often in tall office-style buildings with equally high stairwells; this makes the horror of the first-rank student falling down the stairs all the more real. (Note that Korean schools also almost always have several stories, as compared to American schools which do not always have them.) Since said doksuhshils were also frequented by late-night studiers like the student in the story, they also likely felt a thrill as they imagined this same horror happening to them, an interesting break in the monotony of work. This story also reads like a warning to not let greed consume your life, especially in relation to studies. Korea, being a heavily academic-oriented society, places immense importance on entrance exams for schools. This stress and pressure this brings drove the second-rank student to do a horrible thing, excusing it under the guise of it being necessary to succeed, and they suffered the consequences. The surprise of the gwishin finding the student because of their own murderous actions, even though the student hid, imparts the message that one cannot escape the consequences of their actions and warns students studying to be careful to still remain decent people even under stress.

Give Me Back My Leg

Nationality: Korean
Age: 47
Occupation: N/A
Residence: California
Performance Date: 10/29/2021
Primary Language: Korean
Language: English

Background: This story is a common one told to children by their parents in Korea. According to the informant, it is especially told when the parent wishes to emphasize filial piety or when the child misbehaves. It is also a popular tale during camping trips.

Context: The informant conveyed this story to me over a video call, in the daylight at their house. They told the story with energy and passion, emphasizing certain onomatopoeia with gestures and carrying animated expressions throughout.  

Relation to story: The informant learned this story from her parents and teachers. She explained that her parents would tell it with relative frequency and casually make references to it semi-frequently, every few weeks. They consider it a chilling tale, reiterating that it “made the hairs on the back of her neck stand up” when she heard it as a child. She states that the details were graphic and suspects it was likely told to get her to behave as a child, mentioning how she was unruly when she was younger. 

Text: 

*(Notes: The informant will be referred to as “M” in the following text. Furthermore, this was originally told in Korean; it appears here in its translated form, translated by the interviewer.)

I: When did you first hear this story? 

M: I heard it first from my parents, then my teachers, then on TV on a program called “Korean Ghost Stories”. It’s commonly told in summer. Something about summer makes people want to tell ghost stories, to “get a chill” I guess. 

I: Thank you. Could you tell me this story in full?

M: A long, long, time ago, there was a respected grandson who lived in a village. He was living with his grandmother, whom he assisted. However, this grandmother was very sick, and there wasn’t enough money in the house either, and he was trying to buy whatever medicine he could with the small amount of money he did have, living day to day just trying to stay alive. 

I: What happened to his parents? 

M: Oh, it doesn’t really say in the story. Maybe they’re at work far away, or maybe they died. It wasn’t that weird for grandchildren and grandparents to live together anyways, so it doesn’t really matter. 

I: I see.

M: So, one day, he was preparing to cross a river, and in the middle like shaaa there was this massive bridge. Then, while he was preparing to cross the river, there came a wise man crossing from the other direction, who went plop! into the stream. The grandson rushed over and pulled the wise man out of the water, and the wise man kept saying “Oh, thank you so much, thank you so much, is there anything I can help with? Anything that bothers your mind?”. The son responded, “Oh, lately my grandmother is very sick, but no medicine can help her, and my mind is full of worry because of it.” He said it exactly like that. The wise man responded, “Go to the local cemetery nearby, and find a corpse who hasn’t been dead for more than 3 days, and cut off its leg. Then, if you boil it in water and make a soup, and have your grandmother drink it, she’ll be better.” He said it like that, and the grandson kept saying “How could I do that, Wise Man, oh, how could I do that,” and then he noticed that the wise man had disappeared without a trace. 

I: So the wise man was a ghost?

M: Maybe he was, or maybe he was just a vision sent by the gods or something for being hardworking. It doesn’t really matter.

I: Kind of like a reward, then. (laughs) Although I don’t know if that’s really a reward, being told to go dig up a corpse. 

M: Super grotesque. So, the grandson went back home, and the grandmother kept coughing like she would die at any moment, and just then he saw a funeral procession go by the house, and he started to think. The first night after he saw it, he worried and worried, not sure whether he should do it or not. The second night—remember, he has to get the corpse within 3 days— the second night, his grandmother was so ill, coughing “Oh, my child,” and he felt like his heart was going to tear. He couldn’t stand it, so he went to the kitchen and grabbed a knife, and went to the graveyard. He went to the graveyard, and was tearing up the dirt everywhere, and suddenly it started to rain and thunder—Boom! Clap!—and lightning started to flash. He was so scared but what could he do? Thinking, “For my grandmother,” he gritted his teeth and kept digging furiously, windmilling dirt around. So then, a corpse finally popped out—tuk!—and he chopped off the leg—tuk!—and was turning around to go home, when suddenly something (tuk!) grabbed his leg, moaning “Give me back my leg.” So the grandson screamed, “AHHHH!” and scared, sprinted like crazy away from the graveyard, but since the corpse was missing the leg, it kept chasing kong kong kong after the grandson, still moaning “Give me back my leg”. It was so scary that he was dodging this way and dodging that way and tripping and falling and he finally arrived at his home near-crawling. Then he went inside and quickly boiled a pot bugulbugul and tossed the leg in and when he finally turned to look outside, on the floor, there was ginseng—you know, how ginseng can be in the form of human-like shapes—ginseng with one of its “legs” cut off lying there on the floor. Waow, he was wondering what it could be, so he quickly grabbed it up and put it in the pot too, and closed the lid tight, and boiled it papapa. He was thinking “Oh, I have to save my grandmother,” and when he opened the lid, the ginseng—the cut-leg ginseng from earlier and its “leg” which transformed into ginseng too—was boiling away. So he went “Oh, what is this? This is so weird” but anyways since he remembered the wise man’s words from earlier, he put some in a bowl and put it in his grandmother’s mouth, and once she drank it she was completely better and bulduk (onomatopoeia for getting up) stood up, healed. 

I: That’s so scary! So why’d it transform like that? 

M: My parents always told me it was because they wanted to test how far the grandson was really devoted. Or maybe it was so I would eat the ginseng they bought sometimes at the market. (laughs) 

Interpretation: This story consistently emphasizes elder worship and rewards the grandson for being an attentive and helpful family member. As the informant says, this story was commonly told from parents to children, likely with the intention of imparting lessons about respecting one’s elders and the concept of filial piety. Taking the informant’s Korean background into consideration, we can gain further perspective on the key themes. The inclusion of the wise man in the story is especially interesting; historical Korea tended towards an emphasis on spiritualism and shamanistic practices (although in recent years they have increasingly been adopting Christianity) and the “wise man” is a callback to this time. However, according to the informant, the wise man’s identity as a ghost or a spirit isn’t the main focus of the story. The nonchalance with which he is treated by the informant reveals that these kinds of spiritual experiences were not entirely uncommon in stories. The corpse’s leg transforming into a ginseng root also holds significant importance. Ginseng root is commonly prescribed as a panacea by various herbal medicine stores, which suggests that this could be an origin story for the practice. The transformation also adds an additional meaning to the horror story, as it removes the horror element of the grandmother drinking human-flesh broth and shifts the story to one of ultimate filial piety. The informant says that their parents said it was to test the grandson’s devotion to his grandmother; I hypothesize that the ginseng root transformation helped ground this story to reality and create a more easily teachable lesson to the children that heard it.

The working mule who ate too much

Nationality: American
Age: 82
Occupation: Retired Professor of Pharmaceuticals
Residence: Chapel Hill, NC
Performance Date: 5/2/21
Primary Language: English

Background: The informant was born and raised in Western North Carolina. He has lived in North Carolina his whole life. He wanted to share some Western North Carolina stories. He explained that this is just a silly joke story that “you’d be setting around and talking to folks maybe after game of golf or tennis, you might even be out hunting, having a coke or something and talking and people would throw out things like [this]. Just Western Carolina country humor.”

“A fellow had a mule that was a great worker but he ate too much.  Giving this some thought, the fellow figured the mule was dumb as a rock, so he decided to just cut back on his hay to see what happened.  So he cut the portion in half and mule didn’t seem to notice. Being pleased himself, for the next several weeks he kept reducing the amount of hay.  Finally, just when he got the mule where he could work without eating, the durn fool died.”

This basically just means if it ain’t broke don’t fix it or why try to mess with something good?

Context of the performance: This was explained to me over FaceTime.

While the informant described it as just a silly joke tale, he supposed it had the above meaning. It could also mean that you shouldn’t cut corners, you should do everything fully. The extended metaphor reflects a local attitude and reflects the relationship between culture and folklore, especially as this idea is expressed in a vernacular and metaphor largely exclusive to the region, perhaps demonstrating the historic-geographic method of looking at folklore.

“NĀRANJ O TORANJ” AND A TROLL IN THE WELL

Nationality: Iranian-American
Age: 21
Occupation: Student
Residence: San Ramon, CA
Performance Date: April 25, 2021
Primary Language: English
Language: Some Farsi

MAIN PIECE:

Informant: I am gonna be live remembering this… So what I know is it’s called “Nāranj o Toranj.” And nāranj… Means like… Orange, kind of? I think? I have no idea what toranj means. But maybe that’s a name. Um… But there’s something to do with it… So there’s this prince. And his family is pushing him to find a wife and marry and settle down. Um, of course you know, as with all fairy tales he refuses. And so this is what sets us off on our journey. And so, he keeps refusing these suitors that are being brought to him, or I guess, female suitors, whatever the equivalent of that is…  Potential brides that are brought to him… And, uh, one day he finds refuge in their, uh, family’s great orchard, in the backyard of the castle… And… In doing so he… Stumbles upon an orange tree and sees a beautiful woman, sitting in the tree. And it seems to be known that this woman seems to have been grown from this orange tree. She herself is an orange, um… But she is the most beautiful woman he’s ever seen, and she has this beautiful voice, and… Yada, yada… So they start this kind of cute little affair where um… He will come to the woods and listen to her play music and recite poetry, and he just, he falls so in love with this woman. Uh… And one day a troll… A one-eyed troll… Uh, invades… The castle… And steals the princess… And I’m trying to recall if this is the prince’s fault? ‘Cause he wasn’t doing his duty? Or if the troll was just sort of like an ex machina thing… But the troll comes, steals the princess, and the boy goes on this quest to find her… I believe the boy goes down a well into the troll’s dwelling, which is underground, uh… And he finds where the princess is… And he has to––oh and he takes with him––he makes a plan to get the troll. And he takes with him a little bag that has, uh… A thing of salt in it, and jacks. Like the pieces in the game Jacks… I want to say there was something else… But it’s not coming to me right now. Effectively, he gets close to the troll. He does kind of like a traditional folktale thing where he’ll trick the troll to get close to him. Um… I think there’s a meal and the troll falls asleep ‘cause  the troll is so full. Perhaps that other thing that he brought––oh, I think he brought a chicken. And he––and then the uh… The troll got so full off of the chicken. And so now the troll is knocked out, the princess is there, he grabs her and when he tries to escape, the troll of course wakes up, and starts chasing him. So then he gets the jacks and he throws the jacks on the ground, and the troll starts stepping on them and he’s in pain and he falls over. And once the one-eyed troll falls over, the boy throws salt into the troll’s eye. And the troll’s in so much pain and he’s blinded so he can’t chase them, and he and the orange princess escape out of the well and live happily ever after and then she becomes his, uh, his queen… Uh, that he decides to marry. 

INFORMANT’S RELATIONSHIP TO THE PIECE:

Informant: This story is something that was orally told to me. Until we found like a picture book at like a Barnes and Noble. And this was in like elementary school… And um… OH! Oh no…  I think I actually… I think I kind of conflated––I actually just conflated those two. Two different stories! ‘Cause I think there’s like a “Jack and the Beanstalk”-esque… Persian story, where like a poor farm boy has to go and like…  Best the troll in order to survive, and he has to like… Trick the troll, and so he brings the chicken and the salt and the jacks. Um… And there’s the troll in his well… And then there’s a totally separate story about the orange princess. And I think the problem with the orange princess… Um…  There was something where… The… Prince disrespected a witch…  And…  She effectively cursed that they then couldn’t be together… Um, but eventually they were able to marry.

REFLECTION:

The conflation of two tales to create a new hybrid tale showcases the variable nature of folklore. When stories are passed on through oral tradition, it is likely that they will fluctuate and change, as there is no written guide ensuring the story remains the same each time. This variation may be caused from faulty memory, which is what the informant was experiencing. In misremembering “Nāranj o Toranj,” the informant created a new tale. If he had not caught his mistake, he could have continued to pass on this hybrid story, contributing a new version of “Nāranj o Toranj” to tradition. Alan Dundes says folklore must exhibit multiplicity and variation. Human error is one driving factor behind why folklore may change. 

The Tale of Salmon Boy

Nationality: American
Age: 20
Occupation: Student
Residence: Woodinville , Washington
Performance Date: April 28th, 2021
Primary Language: English
Language: N/A

Main Piece:

The way that I heard it— so I heard different versions of it over time, like all my teachers told me slightly different stories. Um one of the field trips we went on in elementary school was going to the salmon hatchery which is the place where you hatch salmon…as I’m sure you could tell by the name (laughing). So we heard the story there as well. But basically what I heard the story was that there was this young boy who was not very respectful to the salmon. He would like spear them and just for fun he would like… torture the fish basically and just treat them horribly and was not respectful of the all of the things that having salmon meant, for their family, for their society, for him and he just was not was not aware. If he was aware he didn’t care, he was just a really selfish dude. And the gods got angry at the way he was treating their gifts to their society basically, and to teach him a lesson they turned him into a salmon. And he was living with the salmon and living their way of life and, um, going through the process of, you know, laying eggs in the river and going to the ocean, and going back to the river and he befriended the salmon and gained a lot of respect for their way of life. 

And this is where things get a little fuzzy and in the details of the different versions I heard was— one version I heard was that once he gained respect for the salmon, he befriended this other salmon that had taken him in and was like, making sure he was protected because he had no idea what he was doing as a fish… like you would if you were a human and turned into a fish… But there was another boy in the tribe that Salmon Boy knew, and that boy killed the fish he had befriended and was treating the fish horribly. And Salmon Boy was horrified and lost somebody that was very important to him and it, um, changed him and changed the way that he viewed salmon and the world, and having learned his lesson, he was turned back into a human and he was changed forever, you know. He was far more respectful and very careful with the way he interacted with salmon, and he still ate them because it was food, but he did it in a much more respectful way as opposed to actively torturing. 

So that was one version, but I heard another one where instead of it being a friend of Salmon Boy’s that got hurt, it was he himself that got hurt, and so the friend he’d known from the tribe that still remained human speared him instead of the [fish] friend, and treated him horribly and then he, like, you know, turned back into a human. And the other dude was like “oh no!” This is not the proper terminology obviously but that was the gist of it, that then he was treated horribly and then he goes to the salmon and learned his lesson that way. 

Background: 

My informant, one of my friends, is a 20-year-old USC student from Washington state. Having grown up there her whole life, a significant part of her education from K-12 focused on the history of Washington state with emphasis on the Native groups that live there. She told me that Washington State History was a mandatory graduation required course for her and her peers, where they would learn “a lot about all the elements of their culture, words specific to the Pacific Northwest, so obviously salmon was one of them.” As stated in the main piece, this story was often told to her by various teachers. To my informant, the meaning of the story of Salmon boy was about “being respectful of the environment and being respectful even when you are using it. There are spirits and animals and you have to treat them gently, and not be cruel, and not think that you’re better than anything around you.” 

Context: 

This story came up after I asked my informant that in one of my previous classes, we studied the Native American groups in the Pacific Northwest, and I told her that I heard a story about Salmon Boy. I asked if she happened to know the story, when she said yes, I asked for the versions she’d heard.

Analysis: 

 The story of Salmon Boy is a well known tale (told as a  among the people of the Pacific Northwest, whether they’re Native American or not. What I liked is that my informant was able to tell me two different versions of the story that she heard, showcasing Alan Dundes’ idea of multiplicity and variation within folklore that allows it to grow as it’s told over and over to different groups of people. With a story that has two very different endings, it’s interesting to consider the way that it was used and during what circumstances. For example, it could’ve been told to misbehaving children as a cautionary tale with a tragic ending, but simultaneously, the other version could have emphasized the themes of forgiveness and growth.

What I also found interesting about this piece is that it’s considered Native American folklore, yet it’s continuously taught in schools across the Pacific Northwest. As a whole, the United States doesn’t hold folklore on the same pedestal as it does anthropology in part because of the country’s colonialist roots, meaning that a good percentage of folklore within origins in the United States is that of Native Americans’. Additionally, this exchange serves as an example of active and passive bearers: I had only heard of the story of Salmon Boy in an academic setting, but couldn’t remember it enough to tell it on my own. My informant on the other hand, became the active bearer by being able to recite two versions of the story, having grown up hearing them so often in her youth.