Tag Archives: Childhood

Proverb: A Gift Horse

Text: “Don’t look a gift horse in the mouth.”

Context: G is a 20 years old Animation and Digital Arts major from Birmingham, UK. He is a junior at USC and has been living in the area for 3 years.

This text is one of a few proverbs G could remember, but he believes he first heard this proverb when he was given a hand-me-down article of clothing and was “being ungrateful” about it. He remembers an older family member, likely a grandparent, telling him this.

Interpretation: After being provided with this text by my informant, I asked my roommate (a self-proclaimed ex-equestrian), if they knew anything about the proverb, as it’s quite popular. They confirmed that looking a horse in its mouth isn’t just a silly part of the saying. You can tell a horse’s age and other facts about its health quality by its teeth. The proverb is saying that, if you receive a horse as a gift, you shouldn’t check its mouth for its age or how its cared for – if you are given something as a gift, you shouldn’t try to find fault in it. I find it particularly interested that this is something my informant initially heard when he was younger, in childhood. He specifically remembered it being a hand-me-down, which is worth discussing because he found fault with something used. As a child, he wasn’t initially grateful for something because it was technically a gift, but he also didn’t know that society would expect him to see the used clothing as a gift. An older family member being the one to tell him this proverb is fitting with what we know about proverbs; it’s a piece of advice coming from someone with more life experience. It also speaks to the fact that society teaches humility and gratitude as a kind of obligation to children – as something not instinctual that dictates how we all should behave.

Childhood Rebus/Drawing Game: A Story that Makes a Puppy

Text/Transcript: While drawing out the featured image, the informant said this: “There once was a man with no arms. And then he was attacked by bees. And so, to escape the bees, he jumped into a pond. But he had so many stings that he didn’t know what to do, so he ran to the police department, but they didn’t help him, because they can’t help with bee stings. And then he went to the fire department, but they couldn’t help him, cause they don’t help with bee stings. And so they told him to go to the hospital, so he ran all the way across town to the hospital and they put two little bandaids on his bee stings. And then you have a puppy.”

Context: G is a 20 year old USC junior majoring in theater. They are from North Carolina and have been living in Los Angeles for three years. 

G remembers this rebus of sorts from childhood. It’s a simple visual story told while drawing. The ‘puzzle’ begins with an armless stick figure (the nose and mouth), then adding dots as the bee stings (whiskers), the circle as the pond (face), more circles as the police + fire departments (the eyes), a large circle as the hospital (the head), and finally ovals on the sides as the bandaids (the ears). G notes that she is not sure the ears were originally bandaids, and that she improvised that bit. They also added the body for fun – it’s not part of the original rebus.

G remembers being taught this by a classmate at some point in grade school.

Interpretation: Amusement is valued and simplistic in grade school. I think of this folk drawing as something children will do to entertain themselves; to make each other laugh. This pseudo-rebus, in particular, is reminiscent of an elementary school experience either lacking technology or with minimal technology. In the early 2010s, when my informant was in grade school, technology had not entirely taken over learning spaces. It’s especially fitting that this was drawn on the back of her release form, as she mentioned remembering drawing it on the back of worksheets. This is a kind of folk drawing/speech that requires children to be a little clever and, although it looks different depending on the person drawing it, it is intended to look like a dog and is amusing to young children because of that. It’s purpose seems to be both amusement and relationship-building, as it’s something passed to a classmate (presumably a friend) to share in that amusement. There isn’t any intended cruelty to the receiving end of the puzzle, it’s something to enjoy together.

Barney Parody Song

“Joy to the world, Barney’s dead
We barbecued his head!”

Context: The informant is a junior at USC, originally from Illinois. She told me that children from her elementary school would sing this song to the same tune as “Joy to the World,” and while there’s more to the song, she doesn’t remember it. She hasn’t sung it in a very long time and does remember there being different versions of the song as well. The “Barney” referenced is Barney the purple dinosaur from the children’s show Barney & Friends.

Analysis: From my experience, a lot of elementary schools had parody songs related to violence against Barney, but this was the first I had heard of that wasn’t actually to the tune of the show’s theme song. Regardless, this, as per Jay Mechling’s chapter in Elliott Oring’s Folk Groups and Folklore Genres, reflects one of the antithetical categories of children’s folklore: parodies. Violence against Barney is a purposeful subversion of the show’s theme (a theme that starts with “I love you, you love me, we’re a happy family”) and, considering Barney was a cornerstone of many childhoods, almost seems to function as a rejection of that childishness. I think that as we grow up, it becomes “cool” to be more like the older kids; it becomes “cool” to associate with more taboo concepts like sex and violence. It becomes “uncool” to continue to believe in the blissfully unrealistic world Barney portrays, or to engage in displays of earnest emotion. Parodying violence against Barney seems to function as a way to divorce oneself from that childishness and start moving more towards adulthood. It reinforces social dynamics between age groups and shames those who still like things deemed as “childish,” defining social norms that persist far beyond childhood.

Girls Go to College Rhyme

Text: “Girls go to college to get more knowledge. Boys go to Jupiter because they’re more stupider”

Context: My childhood friend said this long forgotten phrase to me recently in a discussion about childhood rhymes. We were talking about when were we in elementary and middle school we learned a bunch of silly rhymes that didn’t make much sense but were somehow memorable. She mentioned that she remembered this phrase because it implied women are smarter than men, something she ponders frequently.

Interpretation: During our discussion, I noted that many of these rhymes we were recalling seemed to center around gender. I found this interesting because we learned and repeated these rhymes only when we were children but not as adults. The idea and societal concepts of gender are constantly changing, especially when you’re a child, so the prevalence of these rhymes seems to signify the shift from the family sphere to the school/public sphere. I think these rhymes represent a time in a child’s life when they begin to develop relationships outside of their family and look for ways to relate to their peers.

The Empty Pot

Nationality: American
Age: 21
Occupation: Student

Text
This story, The Empty Pot, takes place in a town in China where the emperor was seeking a successor.  The emperor organized a competition where every kid in the village received flower seeds, and whoever grew the most beautiful flower would be named the next emperor. Everyone was watering their plants and making them grow and everyone’s flowers were blooming except one. On the day of the end of the competition, this boy’s flower hadn’t grown at all and everyone else had these beautiful blooming flowers. Even though his seed hadn’t bloomed, he brought it to the emperor anyway. It turned out that the seeds the emperor had given all the children had been burnt, so they weren’t supposed to grow. Everyone else had grown these beautiful flowers because they did not use the seeds that they were given and cheated by using their own seeds. This boy then became the next emperor because he had been honest.

Context
This was a story my informant (JL) and her brother were told by their parents when they were growing up. She said her parents loved story time in general and it was a large part of her upbringing. This story in particular stuck with her the most, largely because the characters were Asian but also because the lesson stood out to her.  

Interpretation
There’s a clear lesson in this story about honesty, in a creative format that can clearly stick with people throughout their lives. My interpretation of this story is quite similar to that of my informant. I enjoy seeing diverse representations of culture in the media that I consume, especially when it relates to my identity. I think, like my informant’s experience, that this story is a very easily digestible and successful way to teach children a valuable lesson through an engaging story.