Tag Archives: initiation

The Quest to Delaware Valley High School

Nationality: Mexican, Spanish, Polish, and Russian
Age: 18
Occupation: Student at Delaware Valley High School
Residence: Milford, PA
Performance Date: 02.10.2016
Primary Language: English

Original Script: “Okay, so when I moved to Milford, Pennsylvania, I didn’t know anyone! Besides mom and Chuck, and we all know just how fun that could be. Anyways, I had been going to DV for a couple of months and had made some really awesome friends. But they told me about this legend at the school, how this one kid died from a seizure in the hallways and you can hear locker slams, and water dripping in the hallway at night (apparently he was on the swim team). But it was weird because apparently he had epilepsy, but the school didn’t know about it…I don’t know the whole story doesn’t make sense. But I really wanted to see if the legend was true because I’m really into that stuff and also a lot of people have heard the ghost at the school. Anyways, because I was swim team manager, I had a key to the school for early morning practices. But of course, my friends and I thought it was a good idea to go at night to see if it was true. So I told mom that I was sleeping over at my friend, Jess’s, house. And Jess told her mom the same. So we met up with our other friends outside the school, I honestly have no idea how they were able to sneak out…but apparently they do it all the time. Anyways, we used my key to get into the school, we weren’t worried about cameras or anything because that school is so cheap, we live in the middle of nowhere! Trust me, they are not too worried about security. But, we walked into the school, me, Jess, Katie, our friend Nate and Josh.
First of all, it was already creepy to begin with. I mean the school is old! So it gives off creep vibes. In the first fifteen minutes, there was nothing and we started getting board wandering up and down the halls. But, in the next few minutes. I have never been so terrified in my life. We were at the really old part of the school. A part that hasn’t been rebuilt in such a long time, and all of a sudden we heard dripping, and almost if wet people were hitting the tile, then we heard lockers slam shut! Safe enough to stay, we didn’t stick around longer than that. We ran out of the school and Jess drove me back to my house. I stuck up into my room and barley slept that night and when I came down the next morning, mom was surprised to see me out of bed! She asked what I was doing home so early and I told her it was because of swim team practice this morning! Hahaha, it was really funny because when I got to the school, I totally forgot that we didn’t lock the door behind us! So, I definitely thought we were going to get caught. But, when I walked up to the Swim team supervisor, she looked me down and was like, ‘Jenna…when I got to the school the door was open!’ I knew I had been caught, but then she said, ‘I guess Noah forgot to close up after afternoon practice yesterday, so I guess you are the only one with the key now!’ I was trying so hard not to laugh as Noah kept protesting that he didn’t forget! I never said anything after that, and now I will literally be late to all my classes because I refuse to walk through the old part of the school again!”

Background Information about the Piece by the informant: Jenna grew up in Chandler, Arizona with her family. About two years ago, she moved across country with her mother and now lives in Milford, Pennsylvania. Jenna loves stuff about ghosts, and she is always willing to see if the legends are true. She has gone on a many legend quests but have yet to hold them true until this one. She is now a senior in high school and eighteen years old and plans to go to California in the fall.

Context of the Performance: Sneaking into a school at night

Thoughts about the piece: This interviewee happened to be my younger sister, whom I am very close with. She had told me the story the day after it happened. Though, I interviewed her again because I thought it would be perfect to that of a category of a legend quest. This story, as seemingly innocence as it was, speaks volumes in relative terms to Jenna’s belief system. Jenna has always been interested in the supernatural, but has never experienced anything that has seemed to be true. (I conducted an interview with her based off of the legend of Bloody Mary, she tried the ritual and nothing had happened that was seemingly supernatural, please see that article for reference). However, this being the first, “supernatural,” thing Jenna has experienced, gives this story a specific edge.

Firstly, this story does fall under the category of a “legend quest” because it is a quest of a high school student to see if the legend of the ghost at Desert Valley High School is true. Furthermore, the ghost story adheres to the category of a legend, something that can (or has) happened in the real world. Secondly, the fact that this legend scared Jenna, that there was happenings of the unknown (i.e. the watery footsteps, the slamming lockers, etc.), signifies that this story held some significance to it. It might have been the social environment Jenna was in. For example, the fact that everyone believed in the legend or it could have been because of the building Jenna and her friends were in was an old building—it could even have been a combination of the two. Thus, it is interesting that this legend quest can also transform into a memorate. In a follow up with Jenna, she had told me that she had shared the story with her other friends that week—friends that believe in the legend as well—and her friends approved that it must have been the ghost of the boy.

Interestingly, this legend quest can also fit into the category of inanition into a group of sorts. Jenna was new at her school, she had mentioned in the story that “everybody” has heard the ghost, and she might of wanted to fit into the new social environment. So, experiencing such a legend quest with a group of friends already part of the Delaware Valley High School, made Jenna ‘fit in’ more with the group, it initiated her as part of the Delaware Valley High School students.

Phi Alpha

Nationality: American
Age: 22
Occupation: Student
Residence: Rohnert Park, CA
Performance Date: March 20, 2016
Primary Language: English

The informant, a 22-year-old college student, is a member of a PanHellenic sorority. The informant is my sister, and while chatting at home over spring break I asked her if she would be willing to tell me any of the rituals that were performed at her sorority events. She refused to tell on the grounds that they are all highly confidential and she has been sworn to secrecy. After a moment of silence, she said that she would be willing to describe a secret tradition of her ex-boyfriend’s fraternity, because she felt no obligation to keep it secret for him any longer.

“He’s in SAE, and they have this saying that all of the brothers constantly use in secret. It’s ‘Phi Alpha,’ and it means ‘Brighter from Obscurity.’ Usually they just say it means ‘Under the Sun’ because that’s easier to understand. It has something to do with being close to God. Members of the fraternity say it to one another under their breath as a greeting or when saying goodbye. Sometimes they also say it in place of ‘I’m serious’ or ‘this is actually true.’ Like, if one guy is telling a story and his brothers don’t believe him, he’ll say ‘Phi alpha’ so that they do. Only brothers are supposed to know what it is, I was just around so much that they accidentally said it in front of me and [my ex-boyfriend] told me what it means.”

This Greek phrase intended to be shared among fraternity members in secret serves to place emphasis on the deep-rooted connection that is meant to be formed between two men as a result of their shared Greek affiliation. I asked the informant whether pledges—new members of the fraternity who had not yet been initiated—knew of the phrase and she said that they don’t. Therefore, acquiring knowledge of what the phrase is, when to use it, and what it means is a part of one’s initiation into the fraternity. It is a special privilege granted only to those who have endured several months of probationary membership, and serves as a way of asserting one’s status within the fraternity. I asked the informant what the significance of being close to God is for the members, and she replied that there really was none. The fraternity has no religious affiliation, but rather the idea of being close to God serves more as a way of encouraging members of the fraternity to take responsibility for their actions, by implying that some greater power is watching over them and ensuring that they represent the fraternity appropriately. I have always heard that a plethora of secret handshakes, rituals, and traditions exist within Greek organizations, and the depth of meaning associated with the simple saying “Phi Alpha” makes me wonder just how intricate many of these other forms of folklore are that I am unaware of.

Boarding School in New Zealand

Nationality: Kiwi
Age: 30s
Occupation: Real Estate
Residence: San Diego
Performance Date: 4/25/15
Primary Language: English
Language: Mauri

So I went to a boarding school in New Zealand, and the boarding schools are modeled on the English boarding schools, because new Zealand is a commonwealth country, which means it’s part of England, or ruled by England basically, and New Zealand still recognizes the Queen of England as the Queen of New Zealand. And so, because New Zealand was colonized by the British, a lot of our traditions and customs are very distinctly british, and the concept of the boarding school transferred from Britain to New Zealand. And it fit in very well with the New Zealand way, because a lot of the people lived in the country, and therefore the kids would go off to boarding school when it came time to go to high school because, like myself, we lived too far away from town, and it would just be too big of a deal to go out every day. And so a lot of the customs and practices I had at my boarding school had their historic roots in England. Like for example, one which was not very nice and goes back to kind of the really tough days of English boarding schools was, I dunno if you’ve heard of the gauntlet? So my school was called Fielding Agricultural High School, and there were two boys boarding houses, the one that didn’t have windows was called Rangatani house, and then the one that did have windows was called Schoolhouse. And then the girls hostel was called Metataihee house.

 

Why did one of the houses not have windows?

 

To make the boys tough, I don’t know. And so there were elements of New Zealand that were woven in, so the names are all Maori names, but the traditions were very British. And most of the kids that went to boarding school, like in England, were the sons and daughters of farmers. And in my case my dad didn’t own the farm, so the farm payed for all of us kids to go to boarding school, as part of my dad’s package.

 

But the gauntlet, which was practiced in the boys’ boarding houses, it’s now banned by the way, but it was a form of punishment where, if a boy had done something wrong, they would create two lines of boys and the kid used to have to run down the middle and the kids could kick and punch him. And often they’d come out the other end, like, semi-unconscious. It was horrible. That was one of the practices, and when I was at school they still did it.

 

That seems like a pretty severe punishment, what would they have to do to deserve that? What kind of things would get you in that much trouble?

 

Maybe they got caught sealing something? Of one of their buddies? That wasn’t very common, but I’m trying to think of something that would… Something more sort of serious. And this kind of activity wasn’t something the teachers – the teachers knew about it, but – what they called the schoolmaster, they knew it went on, but they didn’t stop it. So it was kids punishing other kids, so the sorts of other things might be…I dunno maybe they just were smart, you know, mouthy? And it would be one of the preficts would decide, so if you were the equivalent of maybe a junior or a senior in American high school, like in your last two years, that’s what the preficts were. So there’d be a head boy, and a head girl, and I used to be the head girl of the boarding house, and then there’d be other preficts, and the preficts would dish out the punishments to the kids. It could be for a range of things, but if a prefict decided they’d done something, the most serious form of punishment they would call would be the gauntlet, but it only happened to the boys, not the girls.

 

With the girls, I’m trying to think, some of these things are coming back to me. With the girls, some of the things we would do is, the preficts… I mean one day one of the girls called me into her room and just said to me “kiss my shoes,” and I said no. And she’s like “kiss my shoes” and I said no, I’m not gonna do that. And I was a third former, and she gave me two days. And a day is a form of punishment, and one day would mean that you would have to…and the word day came from England, English boarding school, and that means a day that you cant do the stuff that you would normally do after school, you’ve gotta do like, do chores and labor so to speak. And so I’d have to weed the garden instead of being able to go downtown after school.

 

It would almost be like food rationing in the morning, like there would be enough pieces of toast for like one and a half slices each, and we ate all our meals with the boys in what’s called Refectory, and you’d have duties so sometimes you’d have to stay to help do the dishes.

 

Oh so after lights out, in the first year you slept in a dormitory with other kids, and as you got more senior you’d start sharing a room, and then eventually if you became a prefict you’d have your own room. And again that’s part of, it’s like a hierarchy system that is again very British. So after lights out, we’d have torches, flashlights, under our pillows, and we’d talk, but you couldn’t talk to loud because up the hallway was the house mistress, which was usually an unmarried woman, either younger or older, that would be in charge and if she could hear you laughing and talking… I remember we had one lady once that, she would walk in and say “who was talking” and no one would say anything, it was like you didn’t wanna snitch on who it was. And so she’d line us all up out against the hallway and make us stand for 15 minutes until someone said it was me. She would just come in and get us all up and make us stand.

 

And we used to do “prep,” which was two hours of study every night, from 7 til 9, which is short for preparatory, like preparatory schools, even if you didn’t have any work you’d write to family, read a book, do anything, but you had to be silent for two hours. You were not allowed to talk.

 

Oh! We used to sandwich beds.

 

What’s that?

 

That’s like, it’s also known as apple pie-ing a bed, where you know, you’ve got the bottom sheet which is usually a fitted sheet, and then you have a top sheet. So we’d take the top sheet and we would tuck it around so it looked like the bottom sheet and then you’d turn it in half, so you would go to get in the bed, and your feet would only go halfway down the bed, cause the top sheet’s turned in half. So you turned the sheet up like an apple pie. Oh, and we’d put salt in their bed as well.

 

Why?

 

Because that was a ritual – third formers on their first night, all the preficts would salt their bed, just because. Because they’re third formers, that means like first year.

 

ANALYSIS:

Children or young adults attend boarding school at a transitory, liminal time in their lives. It is a time of going away from the safety and comfort of one’s family, being in a completely new environment with new people, rules, customs, social order, expectations, etc. These punishments and initiations establish a hierarchy, and a way of separating the ‘new’ kids from the ‘old’ kids, the people that are in the group versus the people that are out of it. You have to work your way to the top, you have to go through the same tortures and pranks that the people above you went through, in order to attain that status and respect that the older kids have achieved. It’s a way of keeping social order, as well as introducing new students to how things are done in this new culture.

Hebrew School Pranks

Nationality: American
Age: 95
Occupation: Retired
Residence: Skokie, IL
Performance Date: 04/05/15
Primary Language: English
Language: Some Yiddish

The informant is a 95-year old man who grew up in Davenport, right near downtown with his parents and two brothers. His father came over from Russia and owned a grocery store in Davenport. He now lives in Skokie, IL with his wife and caretaker. He has three sons and 9 grandchildren.

Informant: “In Hebrew school they liked to play tricks on teachers. The tricks were different but they always happened. In my Hebrew school we always used to pull pranks if a substitute teacher came. The school was getting all new desks. The new desks were in the basement of the temple. They didn’t bolt them down to the cement floor, they just had them loose. When the substitute teacher went to go to the toilet, all the other guys in the class (there must have been 20 of us) moved their desks way back. And I was not going to participate in it, that kind of tomfoolery. So I kept my desk right where it was. He comes back, he’s from English this teacher, and you know he has thee gray gloves. He comes back in and sees sall the rest of them all the way back and sees me by myself up front and he looks around and tells me to come up to the front, “come up here and get your punishment.” He hit me across the face with his gloves.”

 

Thoughts:

This story reflects the insider/outsider mentality that is often involved in pranking. Pulling pranks on substitute teachers is a way of bringing closer together the pranksters (the students in the class) and in a sense, is the students’ way of demonstrating their power. It could also be seen as a sort of initiation right for new teachers, or for substitute teachers, into the class. Practical jokes create a situation and distract from a lesson, something students are often very keen on doing.

 

Monday Night Dinner

Nationality: American
Age: 21
Occupation: Student
Residence: Los Angeles
Performance Date: 4/28/15
Primary Language: English

My informant is a USC student and member of a sorority at the University. She is bi-racial of black and Caucasian ancestry.

 

“In my sorority we have Monday night dinners every Monday night and all the girls are required to go, and then afterwards we have these sorority meetings to talk about things we need to do that week or what’s up for the next week, stuff like that. A persona chef comes and cooks and everyone is required to be there. You just don’t miss. You don’t.”

 

Analysis: The prevalence of Monday night dinner within sorority culture signifies a collective bond between the girls in the sorority to one another and to their house. I think that its interesting that there is an unspoken law that everyone has to be at Monday night dinner. When I asked if someone could miss she just replied that you “just don’t”. Although there isn’t a spoken reason for it, all of the girls know and accept that it is unacceptable to simply “miss” Monday night dinner. The rituals within sorority houses on occasion are reminiscent of cult behavior, where many people follow a doctrine or a ritual not because there is a justified reasoning behind it, but because everyone else is doing it, or the leader has said that it needs to be done, which can seem slightly off putting for people who are not immersed in of familiar with sorority culture or values.