Category Archives: Childhood

Playing with Fire and Wetting the Bed

Nationality: China
Age: 19
Occupation: Student
Residence: Tsingtao, Shandong, China
Performance Date: 5/1/2021
Primary Language: Chinese

Backgrounds:

DerShann is currently a student at USC, majoring in Philoshophy. His family are from Tsingtao, Shandong, China. He likes to play the game League of Legends, and the following folklore is collected during some of the games we played together via the voice chat chanel.

The Main Piece:

DerShann: If you wanna know about folklores, I know a lot. One big folk belief is that if a kid plays with fire, he will wet the bed.

Me: Cool. So, where did you learn that from, and what do you think it means?

Dershann: I just heard it from other people in my hometown. Everyone says that. What it means? I think it is just a way to warn kids so that they don’t do dangerous stuff.

Analysis:

Fire stands for, of course, fire. And wetting the bed is connected to urine, or water. If we look at it in this way, we find that in this folk belief, people draw on two extremes, or two opposing elements. People are using one side to warn against the opposite side.

I found an interesting part in the book Dora, Fragments of an Analysis of a Case of Hysteria written by Freud. In the book, Freud also connects fire with bedwetting. He draws the links between 1. Dora’s habit of bedwetting, 2. the fire in Dora’s dreams, 3. Dora’s habit of masturbation, or her sexual impulse. Freud first points out the interconnectedness between fire(both the dream and playing with fire) and bedwetting, then expanded the idea of playing with fire, or just “fire,” to the implication of sex, which points to Dora’s masturbation.

I think this kind of Freudian interpretation might also be employed to explain this folk belief, or, maybe it’s the other way around, that this folk belief might be utilized to explain the Freudian analysis.

Jõulu Vana – The Estonian Santa Claus

Nationality: Estonian/Canadian
Age: 68
Occupation: University Professor
Residence: Los Angeles
Performance Date: 5/2/2021
Primary Language: English
Language: Estonian

Informant’s Background:

The informant, in this case, is my mother, M, who was a first generation immigrant born to an Estonian family in the North-East of Canada. Her family had escaped from occupied Estonia, and had settled in Canada before she was born. She moved with my father to Los Angeles, in the United States, to take a job as a university professor. My brother and I were born a few years after.

Context:

I mentioned collecting folklore to my mother, who I regularly call on the phone now that I have moved out of our house, and she told me that she wanted to help. I told her yes, and she emailed me the following description of Estonian Christmas celebrations growing up, and more specifically her experiences with Jõulu Vana, the Estonian version of Santa Claus. Her Email was lengthy, but I decided to include the full text so as to preserve her performance of the traditions she grew up on.

Performance (Written Over Email):

M: Estonian Christmas — “Jõulud”, which comes from the Swedish “Jul” (Old English ‘Yule’) — is a pagan holiday, a celebration of the end of the year. When I was growing up in Canada, a first generation immigrant, with two Estonian parents, our holiday celebrations began at the beginning of December, with Advent calendars, and continued to New Year’s Eve, when we melted candles and poured the liquid wax into buckets of cold water, where it became solid again with intricate shapes that were supposed to tell our fortune during the coming year. But the most important day for me and my brothers was the day that North Americans call Christmas Eve, December 24th, because it was on the evening of that day that Santa Claus (Jõulu Vana) would come.
I loved everything about Christmas as a child because it happened so slowly. We woke up in the morning to the delicious smell of the special Christmas bread my mother was baking (“pätsi sai”, a white bread made with raisins and almonds and flavored with cardamom that my mother ground in a special grinder). We went to the living room to admire the Christmas tree. When we were very little, my brother and I sometimes crawled under the tree to look up at the ornaments and the lights which we thought were magical. (When we were even younger, there were real candles on the tree.) After breakfast our parents gave us each one small present; the other presents would be coming from Santa.
The excitement grew during the day until we could hardly stand it. Finally, it was evening. My father, a doctor, announced that he was on duty at the hospital and had to leave. This happened every year, and I never wondered why. Awhile later my mother told us that we should go to the window to watch for Jõulu Vana. We could see him coming from a distance, through the snow, pulling a sled piled high with presents. Sometimes he would seem to get lost, approaching one of the other houses. (We were the only children on the block except for one other Estonian family who lived in the apartment directly below us.) We would knock on the window and call out frantically ‘’ “this way, Jõulu Vana!”
Before he gave us our presents, we had to each sing a Christmas song for him. We had been practicing these songs for weeks, but I remember still being nervous and even a bit scared. He always clapped and told us that we were fine singers. (Singing is a very big tradition for Estonians.) And then, finally, he handed us our presents.
As a child I did not really believe in God – most Estonians are pagan at heart, not Christian. (My mother once told me that she found it odd that Canadians go to church so often, every Sunday. In Estonia, she explained, there were only four occasions for reasons for going to church: to be baptised, to be confirmed, to be married, and to be buried.) But my faith in Jõulu Vana was strong. I must have been a gullible child. I never wondered why Jõulu Vana always came straight to our apartment, rather than the apartment of the Estonian family below us. I didn’t even wonder when I noticed, one year, that their Jõulu Vana was shorter than our Jõulu Vana. And when my Estonian friend told me: “You know, there isn’t really a Jõulu Vana; it is just our fathers wearing costumes from the hospital”, I looked her right in the eye and said: “Maybe your father pretends to be Jõulu Vana. But we have the real Jõulu Vana.”

Thoughts:

I’ve always been fond of childhood beliefs in Santa Claus or other versions of the figure. While discussion can be brought up of the commercialization of Christmas by the US, and by companies like Coca-Cola (who created the iconic imagery of Santa Claus we all know today) there’s something very pure and wholesome in the participation on the parts of parents in the myth of Santa Claus. Parents claiming that the presents under the tree are from this jolly red figure is a wonderful example of letting child’s imaginations run wild, and nurturing those imaginations by playing along with them, and I’ve never really understood claims that telling your children Santa Claus is real is actually cruel because they’re going to “discover you were lying” or something. Childhood wonder and magic doesn’t last forever, and I think rather than stamping it out, it’s something that should be protected, loved, and cared for by parents and other adults. I remember when I was a child my father would put on a big boot while we were asleep and cover it in soot before stomping around the house so that in the morning it would look like Santa came down from the chimney and had a wander about the house. Real effort was put into making Santa feel real, and I can see now after reading this from my mother, why that mattered so much to her, and the magic from her own childhood that she was trying to recapture for us in ours. The Estonian tradition of Jõulu Vana, where the father dresses up as the jolly red figure, is a perfect example of how putting in effort into creating this myth and captivating a child’s imagination can lead to wonderful memories that can last a lifetime.

“Kes hiljaks jääb, see ilma jääb.” – Estonian Proverb

Nationality: Estonian/Canadian
Age: 68
Occupation: University Professor
Residence: Los Angeles
Performance Date: 5/2/2021
Primary Language: English
Language: Estonian

Informant’s Background:

The informant, in this case, is my mother, M, who was a first generation immigrant born to an Estonian family in the North-East of Canada. Her family had escaped from occupied Estonia, and had settled in Canada before she was born. She moved with my father to Los Angeles, in the United States, to take a job as a university professor. My brother and I were born a few years after.

Context:

I mentioned collecting folklore to my mother, who I regularly call on the phone now that I have moved out of our house, and she told me that she wanted to help. I told her yes, and she emailed me the following.

Translation:

  • Original: “Kes hiljaks jääb, see ilma jääb.”
  • Translation: He who is late, will go without.

Informant’s Context:

M: “My mother used to say it all the time when we were kids and taking our time about coming back inside when she rang the dinner bell to summon us to dinner. She sometimes added an extra line of her own – “ja raua rohtu saab” – which meant “and will get cod liver oil” (a vile-tasting medicine that used to be given to children as a vitamin D supplement).”

Informant’s Thoughts: 

M: “This is harsh, but reasonable in some circumstances. Even though she often said it, I can’t remember my mother ever actually enforcing it. She understood that we were busy playing and that we had often wandered quite far away from home, so it took time to get back.”

Thoughts:

This seems like a pretty standard proverb to me. It gets across a lesson, in this case in the form of a warning, about being punctual, most likely aimed at children, as seen by it’s use in my mother’s example. It also contains a threat, that if one is not punctual one will be denied something, in this case food. Denial of food was a fairly common means of punishment for children throughout history, and even in some stricter households to this day, so this makes sense as well. In this case it seems more like a light warning intended to get the message across without really intending to enforce the punishment.

The Tooth Fairy

Nationality: American
Age: 53
Occupation: Attorney
Residence: Baltimore, MD
Performance Date: May 2, 2021
Primary Language: English

Main piece: Every tooth you got a note from the tooth fairy, who was a woman – a Ms. Tooth Fairy. And she had a wand and a costume. And there was a rate for it. One tooth was $1, molars were $5, and the last tooth was a big deal, like 20 bucks. The fairy is magic. She’s real. She sent me a letter. But, you know, my children loved those notes. One of them kept all of them.

Background:  My informant is a fifty-three year old woman from Los Angeles, California. She is the mother of three children, aged twenty, sixteen, and fourteen. Whenever one of them would lose a tooth, they would receive some money (rates stated above), and a letter from the tooth fairy inquiring after their general well-being, and complimenting how big they’ve grown. To this day, whenever her children ask about the tooth fairy (including her eldest for the purposes of a folklore project), she adamantly says “she” is real. 

Context: The tooth fairy is a common folk character. The Western variation of this folklore states that if a child loses their tooth and leaves it under a pillow, the tooth fairy will come, take the tooth, and bring them money. In the case of my informant’s children, a note would accompany the typical tradition, and my informant continues to tell her children of its existence, even if they are old enough now to no longer believe in her. 

My informant told this story when I brought up Santa Claus as an example of a character rooted in folklore. 

Analysis: The folklore of being given money by the tooth fairy comes from the fear of losing one’s teeth- an otherwise horrific and scary occurrence for any young child to deal with. By rewarding or giving the child a present in exchange for the lost tooth, they are able to take something that would otherwise be seen as strange and scary and make it seem exciting or something to look forward to. The notes as an accompaniment to the money made the experiences of the children of my informant more personal, and having a stock character that wrote to them and comforted them made that experience even easier to handle. Additionally, my informant’s refusal to deny the existence of the tooth fairy to this day has more to do with her perspective than that of the kids’, as having a tooth fairy is part of childhood, and as the children grow up, they no longer need her and stop believing in her. My informant’s insistence of her continued existence in reality is her way of connecting the character with the childhood innocence of her children, even now that they are mostly grown up.  (For another version, see Stuurman, May 18, 2020, “The Tooth Fairy”, USC Folklore Archives)

Pen Fight – School Game

Nationality: Indian
Age: 19
Occupation: Student
Residence: Irvine, CA
Performance Date: May 1, 2021
Primary Language: English
Language: Hindi

Context:

My informant, AS, is a 19-year-old Indian male who grew up in Mumbai, though he has lived in Southern California for the past three years. He went to a private school in Mumbai, and this game was played at his school, as well as other schools. This piece was collected during a facetime call, when I asked him to share some traditions from home. I refer to myself as SW in the text.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Main Piece:

AS: “I was gonna tell you about a game we used to play in class… it’s called pen fight – where we would take pens that we use to write with and put them on the desk, and you’re supposed to flick your pen so that it hits the other person’s pen, and you’re supposed to like, get them off the desk, just from flicking your pen towards the other one. 

SW: “That sounds nearly impossible.”

AS: “No! It was, it was so much fun. Not in one go you get like multiple goes. You go once, then the other person goes, and so on and so forth.”

SW: “That still sounds nearly impossible.”

AS: “How? I think you’re imagining it wrong. Like, take a pen, flick one end of it so that it like, flings towards the other pen and it hits it.”

SW: “Right. You’re forgetting that I have absolutely zero hand eye coordination.”

AS: “Hahaha yeah. But, it basically came down to who had a heavier pen. But sometimes you’d just play like, with random pens. That was a big part of like, seventh, eighth grade. Everyone played that.”

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Informant Analysis:

SW: “Why?”

AS: “Cause we had nothing better to do. And then eventually it got so bad that like, while we were playing that pens would leak, get onto our shirts, and… teachers had to step and be like ‘yeah this is not allowed anymore. You can’t play this.’”

SW: “But did you keep playing it even after it was technically banned?”

AS: “Of course. It was addicting. It was so addicting that we would like, beg our teachers for free periods just so we could play that. Cause breaks weren’t enough… And then people would buy like, expensive pens just so they could play pen fight with them. They wouldn’t even care like, about whether they damaged the pen or not. They just cared about the win.”

SW: “So was there like, this whole hierarchy of who was better at and stuff?”

AS: “Yes there was. It was actually one of the… it was actually a thing like, even though there was like a hierarchy of ya know, cool people and uncool people, it was actually the one thing that actually brought us together, in a way. Just, nobody cared about class, in that context.”

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


Analysis:
Pen fight is a good example of Children’s folklore and folk games. The rules are very easy and anyone can play, as the only materials required are a pen and a table of some sort. The game served to bring the students together as everyone played and enjoyed it. Since Indian culture can often be sharply divided by class, it’s important to have practices that bring people together that may not otherwise interact, and games are a good way to accomplish this. The fact that my informant would buy pens specifically for use in pen fight shows how invested the students were in this game. Additionally, the game seems to have served as a way to test boundaries by doing something that was “banned” but ultimately not dangerous, which can be an important part of children developing identity and learning to think for themselves away from authority figures.