Category Archives: Childhood

Freeze Tag

Informant: The informant is my sibling. A Mexican American boy who is 14 years old and currently an 8th grader at a charter school in Los Angeles California.

Context: The following excerpt is a conversation that happened when both of us were discussing some of our favorite school recess games. One of them froze tag and the following transcript describes how he remembered playing freeze tag in elementary school. In the excerpt I refer my sibling as J.

Transcript:

J: “When my class or group of friends played, I remember specifically that it was always a girl vs boys tag. It was really fun because it was always a competition to prove who was the best. The tagger is chosen at random, and they have to try to run around as quickly as possible to catch or freeze the runners. When someone was tagged what happened next, is that they are frozen there on the spot and they have to be unfreezed by their teammates. If you see your teammate being freezed, then you have to make the decision of either risking yourself.”

Analysis: Having played this version when I myself in the past brought a lot of nostalgia. My sibling and I have an age difference of 6 years old. Therefore, seeing how much this game has kept the same demonstrates just how much this game has become almost like given tradition. Freeze tag is something that every child should or at least all of them experience. Because there is a lot of running: the child who is the “it” is able to develop critical thinking skills to “touch” the runner. In addition, there is a lot of social skills that are developed as there has to be communication between the runners in order to save themselves from the “it.” When it come to the competition of both sexes, I think it just demonstrates how both are being able to explore their identities.

Snow Day Magic Rituals

TG is a 25 year old graduate student and cultural forensic anthropologist. She grew up in Maryland and currently resides in Tennessee. She says this ritual occurred often in the winter months when she was in elementary school.

Context: TG experienced many snow storms throughout her life, the most notable one being the North American Blizzard of 2010. TG loved the snow as a kid, but like many other kids, loved no school more.

Transcript (discussed over the phone):

TG: When I was younger, maybe in third or fourth grade, whenever the forecast said there would be snow we would do three things: flush ice down the toilet, sleep with a small spoon under our pillow, and wear our pajamas inside out. If we did this then there was a greater chance that we would have a snow day.

Collector: How did you and your classmates know to do this?

TG: We were told by our teachers. They’d tell us to do those things so we could have a snow day, they wanted one too I guess. Oh! And everything had certain meanings to them, the ice down the toilet represented the snow, the spoon represented the shovel that was not big enough to shovel all of the snow, and to me the inside out pajamas just represented disorientation.

Collector: Did you actually do those things every time there was supposed to be snow?

TG: Oh my goodness of course! I didn’t wanna have school just like the teachers. I loved doing those little things and hoping we’d have a snow day.

Analysis: This is especially important when considering the geographical location of this superstition. It also being children’s superstition shows that children also have their quirky and interesting rituals that they do that reflect sympathetic magic. These rituals reflect how children are influenced by their teachers and families. These children will grow up to pass this on to the children in their lives.

Elementary School Vampire Joke

Main Performance:

The informant, TB, recounted a joke she picked up in elementary school.

TB: “What do you call a vampire in the winter?”

Me: “Hungry?”

TB: “Frostbite.”

Background:

She had heard this joke back in elementary school and latched onto the use of the punchline, so she decided to dedicate it to memory for whenever she needed a joke. It’s the sort of back pocket comedy that kids used to exchange and it stuck.

Thoughts:

These sort of jokes are a bookmark on a period of time in life when everyone is still forming a sense of humor, so the jokes that were told often had a repeated/memorized feeling like this one. I’ve heard it before as well, also from someone at school, and was reminded of that innocent test of knowledge that would take place during recess. The joke being more self indulgent for the teller, as their laugh comes from getting to tell the recipient the answer.

Collecting the tabs off Levi’s jeans

Context:

KR lives in Seattle, WA, but grew up in Windsor, Ontario in the 70s and 80s. He remembers this custom that he never fully understood from the youth he grew up around.

Main Piece:

KR: “I just thought of another one from childhood. One was that everyone was convinced that if you somehow collected the tabs off Levi’s jeans, somehow you were gonna get paid for it. So like there’s this thing where people where people were cutting the tabs off- and cutting the tabs off other people’s jeans ‘cause it was, and like there were extra points for the orange one versus the red one. But no one could ever explain to you what you were supposed to do with these tabs after you had them as far as I could tell. So that one was very strange.”

Analysis:

I have searched the internet and have not been able to track down any other mentions of this custom (or perhaps more of a trend?). As Levi’s has been a long established brand and their jeans are high quality and last for a long time, the longevity of the clothes has become prized. Therefore, Levi Jeans tabs are often used by vintage shoppers and collectors to date the manufacture of the jeans, as determined by the color and graphic design arrangement of the tab. However, this trend does not align with this typical use of the tabs, as removing the tabs from the jeans negates that purpose entirely.

There are multiple angles of analysis that I would use to start to understand this phenomenon. The first is simply that humans like collecting things, and that once your friends start doing something, you may join in simply as a social activity. While the mysterious promise of payment may have been false, the competition within social groups creates incentives to collect more, and better, tabs than others in the social circle. Contributing to this is the idea that certain colors of tabs (presumably rarer colors) were worth more ‘points,’ and the fact that even those who did collect the tabs were not able to explain how their financial end goal would be achieved.

Another interpretive angle to examine is the American entrepreneurial spirit. While KR did live in Canada, Windsor is directly across the border from Detroit and as we know, national borders don’t stop the bleeding of culture. And even without that bleed, Canada is still a western capitalist country, which still implies the teaching of profit motives. This trend of collecting tabs cut from Levi’s jeans was propagated by children and the youth, people who are generally economically dependent and not in a position to work full-time jobs or financially support themselves. The prominence of the Lemonade Stand in popular culture demonstrates how the drive to accumulate money is one taught early, and one that is not easily satisfied as a child that cannot realistically engage in the market. Just like the lemonade stand, this tab collecting is a hobby that promises a monetary reward, satisfying that urge to earn, or at a deeper level, to succeed within the value system of western capitalist society.

Mary Mack

Context:

AS grew up in Ontario, Canada, and remembers playing this clapping game on the playground growing up. This piece was performed as a form of play between two children in coordination with a clapping game. The game consisted of both participants clapping their two hands together, then clapping on of their hands to the other person’s (right hand to right hand) and then repeating, alternating the hand that they clapped against the other participant’s.

Main Piece:

“Oh Mary Mack, Mack, Mack,
All dressed in black, black black,
She asked her mother, mother, mother
For fifty cents, cents, cents, 
She climbed a fence, fence, fence,
She went so high, high, high,
She didn’t come back, back, back,
Till the Fourth of July, -ly, -ly”

Additional Commentary:

“I don’t know why we said fourth of July because that meant nothing to us as kids. But, the point was, is it kept going and going and going and going, and it got slowly faster and faster and faster until one of you messed up. Then you probably slapped ‘em or something, I don’t know. So there were lots of variations on that.”

Analysis:

Both the rhythm of the clapping game itself and the song are relatively simple, so once the game and song are learned, the challenge consists in the ability to maintain coordination of singing and clapping in the correct rhythm while continuously increasing the speed. The song rhymes and repeats in sections, which makes it easier to remember.

AS has no idea what the song was about, but still remembers the lyrics and hand movements decades later. Though, with the general trend of folkloric children’s songs being about taboo topics like sex and death, there are some lines that could point in that direction. The lines “She climbed a fence… she went so high… she didn’t come back… till the Fourth of July” seem like they could hint at something darker, especially since they do not clarify how she came down (climbing or falling). The final line also points the origin of the song in the United States, as the Fourth of July is Independence Day in the US. AS grew up in Canada, so, as she mentioned, the date “meant nothing to us as kids.”

When trying to discern the meaning of the song, it’s important to mention that there are other recorded versions of this song that include different variations on the lyrics. In another version, it is not Mary Mack that climbs the fence and doesn’t come down till the Fourth of July, but instead an elephant that jumps the fence, touches the sky, and doesn’t come back till the Fourth of July. For a recording of that version, refer here: “Miss Mary Mack,” Ian Cabeen, USC Digital Folklore Archives, May 17, 2021. http://uscfolklorearc.wpenginepowered.com/miss-mary-mack-2/