Tag Archives: children’s folklore

Bumper Skiing Urban Legend

Text

“When we were little up in Canada, when it would snow, which seemed like a lot, and the snow would get packed down on the streets in our neighborhood, me and my friend would put on our ski clothes…and we would hide in the bushes near a stop sign. Then, when a car would stop at the stop sign, we would sneak in behind the car, grab the bumper, squat down so our feet were on the ground, and when the car would start to go we’d basically be skiing behind the car. And one time, when I was little, I was probably eleven or twelve, someone told me the story of the kid who was bumper skiing one time and got his finger stuck in the bumper, and the car pulled his finger right off!”

Context

 M grew up in Vancouver, British Columbia, Canada, but currently lives in Seattle, Washington, The United States of America. He called the activity from which this urban legend stemmed “bumper skiing,” which, from his description, seemed to be a regular and popular activity when the weather conditions were right. The ‘someone’ he mentioned telling him the story was one of his friends; he also did not know the specific identity of the boy who lost his finger in the legend. When asked if this legend influenced him or his attitudes and behaviors towards bumper skiing at all, M said: “Well, I was a little more careful where I put my hand!”

Analysis

To me, this urban legend seems to serve two main purposes. On the one hand, it seems like a way to acknowledge and even emphasize the dangerous play taking place and create a greater sense of risk. That the boy in the story is unnamed creates a sense that it could happen to anyone. It also perhaps allows for a way to externalize and discuss personal fears and anxieties around the practice more indirectly. However, this legend is also clearly a cautionary tale about the harm that may be caused by improperly bumper skiing. M’s telling of the context surrounding bumper skiing indicated that it was a somewhat secretive form of play with little to no adult supervision. For M personally, the legend had a tangible effect on how he partook in bumper skiing, making him more conscientious of his own safety. The spread of this legend could create a way for children to check in on and enforce each other’s safety by drawing on a general sense of folk authority and knowledge.

ICUP

Text:

ICUP

Context: 

This friend explains that “ICUP” is a “word” that children would ask each other. And she has heard her classmates from elementary school ask each other this question, she has been asked this as well. The joke of asking someone to “spell ICUP” is that it phonetically sounds like “I see you pee”. She interprets this as a joke that mainly boys try to trick each other with or to trick girls. She believes it does not have much meaning other than to be cheeky and to potentially embarrass someone.

Analysis: 

The phrase above is a prank and a joke and I also interpret it as children’s folklore with “potty humor”, which is quite common in children’s folklore and humor with obscenity. Jay Mechling states that children’s play can be cruel and this prank overall seems harmless. Although I see it possibly turning into teasing if the joke is not understood by the one being pranked. But as a verbal prank, someone may find it funny and tell the joke themselves and it continues to spread. The phrase is childish, but creative which is most likely why it continues to be told.

The “S” (Cool S)

Text:

The “S”/Cool S

(Wikipedia)

Context:

My informant describes the “S” or the “Cool S” as a drawing of an “S” in a graffiti-like style. She has first seen it during elementary school, where classmates would draw this “S” in their notebooks or the margins of their papers. She interprets it as something kids would also teach each other how to draw. It consists of two rows of three lines that are connected to make a pointy letter “S”.

Analysis:

I interpret the “S” as mostly children’s folklore. The “S” has very unclear origins outside of school because it is where people learn about it and how to draw it. I notice that this spread simply through children learning and teaching each other. This iconic drawing’s origin may have been lost most likely because it was children who spread it. The graffiti style of the “S” could also imply rebellion. In many schools in America, gang signs and anything that could resemble a gang symbol are typically banned. While the “S” does not particularly represent anything specific, children still gravitate drawing and spreading this symbol just for some inconsequential malicious compliance.

Haunted Clock Scary Folktale

Nationality: American
Primary language: English
Age: 18
Occupation: Canvasser
Residence: Echo Park, CA

Text

A little boy with a sister, two parents, and a dog just won a sports game. His parents take him out to get a gift to celebrate. They’re trying to pick out a toy for him to get at a toy store. The boy sees a doll with a clock in its stomach. It seems to wave, all five of its fingers up. The boy is strangely drawn to it, loving it, and wants it immediately. His parents ask him if he’s sure–it’s kind of creepy–but let the boy get it. The cashier warns them not to buy it because they’ll regret it, and the boy insists and asks why he can’t get it. The cashier says he can’t tell the boy why, but warns him again. The boy gets it anyway. He hangs the clock over his bed.
He goes to sleep each night for five nights, and each morning when he wakes, one member of his family is gone.
The first morning, his dog is missing. When the boy complains of this, his parents are confused: “What do you mean? We never had a dog.” When he looks at the clock, it only has four fingers up.
The second morning, his sister disappears. When the boy complains of this, his parents are confused: “What do you mean? You don’t have a sister.” When he looks at the clock, it only has three fingers up.
The third morning, his dad disappears. When the boy complains of this, his mom is confused: “What do you mean? I’m a single mom.” When he looks at the clock, it only has two fingers up.
The fourth morning, his mom disappears. When he looks at the clock, it only has one finger left.
The next morning, the boy is gone forever, and the clock has no fingers up.

Context

MM first heard this story at a summer camp when he was between 8 and 9 years old. He was a little scared of the story, but mostly enjoyed it, immediately thinking that it was “a really good, fun, spooky story.” He really enjoyed telling this story and did so numerous times at camp. He notes that he heard and shared different versions over the years: the little boy was sometimes a little girl; the order of the disappearance of family members changed sometimes; the boy’s actions each day after finding a member of his family missing were different, including days where he missed school or days where he tried to get rid of the clock and it mysteriously returned; and there was a version where the shopkeeper wanted to get rid of the clock and recommended that the boy take it. MM analyzes this as being a representation of a kid’s worst fear: being alone without their family. “It’s a little uniquely terrifying to be wiped from existence instead of dying.” He notes that “there’s also a perversion of the familiar–a toy (kids love toys) that kills your family.

Analysis

I classify this as a folktale because, while it’s somewhat grounded in the real world, its truth value doesn’t appear to be up to date. There’s no piece of this in which “the clock is still out there,” or anything to imply that this might be a true story. Instead, it appears to be a scary folktale for children. Beyond its basic entertainment value, this story could mean several things. I’m inclined to agree with MM’s analysis that this folktale represents a child’s fear of being left alone without their family and of death. This view is supported through a psychoanalytical lens, which often views the subtext of a folk belief or narrative as a subconscious desire or fear. This story could be viewed in both lights. The fact that the boy in MM’s version of the tale ignored the warning of the shopkeeper (an adult) and got the toy he wanted anyway, then faced the consequences (his family disappearing), marks this as a potentially cautionary tale. Its moral might be, “children should listen to adults.” Of course, children fear being alone, but they also sometimes desire it. This story, scary as it may be, could also be a representation of the child’s subconscious desire to be rid of their parents. After all, the little boy is subconsciously drawn to the clock immediately. Perhaps he really does want his family gone so that he can have more independence, but the consequence of this is that he disappears, too. Either way, this story’s deeper meanings are fascinating through a psychoanalytical lens.

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.