Category Archives: Childhood

You shouldn’t walk across a grave

Nationality: American
Age: 59
Occupation: Creative writing teacher and head librarian at a high school
Residence: Durham, NC
Performance Date: 4/29/21
Primary Language: English

Background: The informant was a boy scout and eventually became an Eagle scout. He remembers a game he used to play with his fellow scouts that involved a superstition about graves and respect for the dead.

TR: The superstition that you shouldn’t walk across a grave. It is bad luck to walk across a grave. The scout troup would meet at a Methodist church and the meetings would be at night. We would play capture the flag a lot and across the property and graveyard in the dark and it would be spooky. I was hesitant to play, because you’re just not supposed to, disturb the dead, particularly at night. It’s all tied to respect for the dead. Back then when you are just trying to scare one another, it added another element, and it’s a long standing superstition that you don’t walk across graveyards, or play capture the flag and run. That seems even worse.

Me: If this is widely held, did you know of the superstition when you were doing it?

TR: Well yeah, it was well known that you aren’t supposed to do it and you’re walking across a body, a dead body.

TR: We thought about it, and had various levels of investment in the superstition, but I was not particularly invested. Some might have been more worried about incurring the wrath of a ghost or receive bad luck, but I didn’t think much of it. The idea of displeased ghosts became more believable playing at night than it would be playing during the day.

Me: Was it more believable at night?

TR: Definitely.

Me: If it was more believable, why did you do it?

TR: The fun of the game weighed in heavily, but the hesitation came from it being disrespectful. It is widely known that it is disrespectful.

Context of the performance: This was told to me over a Zoom call.

Thoughts: The informant considers this superstition just widely known–it’s not officially codified. It takes a sentiment, being respectful of the dead, and turns it into a superstition using an object–the gravestone representing the person it’s placed for. It also reveals children’s thought processes surrounding death, where the fun of the game outweighed any feeling of disrespect. The superstition and “spooky” nature added an element of fun to the game as the informant and his friends tried to scare each other, perhaps signifying young children’s non-confrontation of the taboo; they use the superstition to make the fun scary, but don’t think about the taboo of death that is incongruous with childhood.

Secrets of the Lanyard

Nationality: American
Age: 19
Occupation: Student
Residence: Los Angeles, California
Performance Date: April 19th, 2021
Primary Language: English
Language: N/A

Main Piece:

Informant: I know how to start a lanyard– I was the girl everyone went to.

Collector (Me): Could you explain how to start a lanyard?

Informant: Okay. So it’s so simple you just get the two pieces of string and you lay them in like, a cross, like, so like the middles intersect, and then you more or less just do the normal lanyard pattern, like over the little cross where they intersect. And then when you pull it you’ve started the lanyard and you can just keep going. 

Collector: That’s so inspirational. 

Informant: (laughing) I was a hero at my summer camp.

Background: 

My informant is one of my friends, a sophomore at USC. She went to summer camps when she was a child, and a popular craft activity there would be making box stitch lanyards out of colorful plastic strings. Usually most girls at the camp would know how to weave the strings together into a lanyard, but the difficult part was knowing how to start it. Another girl would be the one to start it. My informant, however, did know how to begin a lanyard, and as a result she was the one that other girls went to when they needed help working on lanyards at summer camp, and in the eyes of her peers, was seen as higher status.

Context: 

This piece came up when my informant, another participant, and I were talking about the various activities we used to do during summer camps. We discussed jump rope games and songs, then moved onto crafts— specifically lanyards, and if anyone knew how they were started in the first place.

My thoughts: 

I liked this piece because it reminded me of my own memories of summer camp when I was a child and also struggled to start lanyards. I remember having to find someone who knew how to start them, but what struck me as I listened to my informant was that while I knew of people who could start lanyards, the instructions were always kept secret. In fact, the notion of secrets plays a significant role in children’s folklore. For children, who should be seen as their own cultural group (a repressed minority) when being studied, secrets are akin to obtaining status and power. Secrets solidify groups within the larger peer group of children, and withholding knowledge from others can elevate a child’s status in the hierarchy. This is seen through what my informant told me: by knowing how to start a lanyard, she was viewed with high esteem by the other girls at summer camp. She also mentioned the same status applied if you knew how to do a variation of the lanyard pattern, meaning that the skills of making lanyards were also valued in the peer group. 

Sana Sana Colita de Rana

Nationality: American
Age: 19
Occupation: Student
Residence: Miami, Florida
Performance Date: April 28th, 2021
Primary Language: English
Language: Spanish

Main Piece: 

“Sana sana colita de rana

Si no sana hoy

Sana mañana”

Transliteration:

“Heal, heal, tiny frog tail

If it doesn’t heal today

It will heal tomorrow”

Translation:

“Heal, heal, tiny frog tail

If it doesn’t heal today

It will heal tomorrow”

Background: 

My informant is one of my friends who lives in Miami, Florida, and is of Cuban and Iranian heritage. As a child, my informant could always expect to hear this from her grandmother whenever she got hurt. “Sana sana colita de rana” is a popular rhyme often told to small children across Latinx culture as a way to console them after injuries (like falling and scraping their knees, for example). Along with the song, my informant added, “my family always accompanied it with a kiss on the appropriate wound, so I think it’s kind of the equivalent of when Americans are like ‘kiss your boo boos’.”

Context: 

This childhood rhyme came up when I asked my informant if she knew of any Cuban sayings. I listed a different variation of this rhyme as an example, which she was able to recognize and provide the version she’d grown up hearing. 

Thoughts: 

I remember hearing this rhyme all the time whenever I got hurt as a kid, though I heard it differently. In Mexican culture, or at least how my mother told it to me, the rhyme went “Sana sana colita de rana, si no se te quita hoy se te quita mañana,” which translates to: “heal, heal, tiny frog tail, if [the pain] doesn’t leave you today, it will leave you tomorrow.” Either way, hearing the rhyme brings back nostalgia from when I was little. I agree with what my informant said about kissing the wound being equivalent to what American parents might do, and I think the addition of the rhyme also adds to the notion that this performance is mostly a placebo effect.

That being said, I think the rhyme is an important part of children’s culture, particularly in the way that the content doesn’t make sense; what does a frog’s tail have to do with healing, for example, a scraped knee? Why a frog, specifically, and not a medical professional? The nonsensical element here is key to children’s folklore because it allows them to comprehend the world in a way that only their folk group could understand and readily accept. However, another way to look at it is that the silliness of the rhyme helps the child focus less on their pain and more on trying to understand the contents.

For another variation, see Licea, May 12, 2019, “Sana Sana Colita de Rana – Spanish saying”, USC Folklore Archives).

Calladita Luzes Mas Bonita

Main Piece: 

“Calladita luzes mas bonita.”

Transliteration:

“Quieter you shine much prettier.”

Translation: 

“You shine brighter when you’re quiet.”

Background: 

My informant is one of my friends who lives in Miami, Florida, and is of Cuban and Iranian heritage. Her grandmother would often take care of her and her cousins when they were little, and the above piece is a phrase she would say to them when they were behaving poorly or talking back to her. This is also a phrase that’s recognized across Latinx cultures as a form of expressing disapproval, and criticizing one for talking too much. My informant also noted that it was usually the girls who would be on the receiving end of this expression, and not her boy cousins. 

Context: 

This piece came up when my friend and I were talking about the various ways that we would be disciplined and criticized by our grandmothers and elders in the Latinx community. My friend brought this phrase to attention as one of her memories, and I immediately recognized it because I’d heard a similar version of it when I was younger.  

Thoughts: 

This phrase seems to have been a staple of my childhood, part of which was spent in Mexico when I was young. My teacher in fourth grade would tell us the variation phrase, “calladitos se ven mas bonitos,” which translates to: “you [all] look prettier when you’re quiet.” Like my informant said, this phrase was used to criticize kids who were being rude or talking too much, but in my experience, it could also be applied to older people as well. The general message also serves as a warning to remind people to think about how their public image may be affected by their constant chatter. Like many proverbs, this tended to come from the mouths of our elders or anyone who seemed to carry a wave of authority, but that perception could have come as a result of them delivering the proverb. Additionally, it’s important to examine them because they can be representative of what kinds of behavior are accepted and valued in a culture— in this case, learning to hold your tongue. 

Regardless, I do agree with my informant’s observation that girls were more likely to be chastised for speaking too much rather than boys, and as she later added, it “Speaks to, for better or worse, the culture around propriety— not only in Cuban culture, but like Hispanic cultures.” From a young age, girls are conditioned from a young age to speak quietly and not to express more than their share of words. Introverted qualities are praised, whereas boys are given the liberty to talk as much as they want— maybe not constantly, as my fourth grade teacher scolded us, but extroverted behavior was encouraged, even expected for them.

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.