Tag Archives: school

Do not be at school alone

Nationality: korean
Age: 46
Occupation: Accoutant
Residence: Los Angeles, CA
Performance Date: 10/29/2021
Primary Language: Korean

Background: The informant was a young high schooler in Korea. She remembers a story about a janitor who passed away at the high school she attended.

Me: When and where were you informed about this incident that occurred?

JY: Well, I was a junior in high school when I was informed and made aware of an incident involving the school janitor. The janitor was working at night when he suddenly had a heart attack and died. Ever since that, there has been many cases of students seeing a janitor late at school. I thought this was a story to scare the students but no. I was at school finishing up work when I heard a noise outside the room. Thinking that I was just hearing things ignored it until the noise got and closer. I was so bothered by it that my friends and I went outside the room to see what was in the halls. I sawed the ghost of the janitor and ran to the front of the school.

Me: Why do you remember it?

JY: I remember this very clearly because I was very shocked that I saw a ghost because I didn’t believe in them. I especially remember this incident because it was the time when I recently found out that the previous janitor died at school.

Me: Was it more believable at night?

JY: Yes it was!

Me: What do you make of it?

JY: This was when I realized that my belief in ghosts was wrong. Ghosts are real. Don’t look at me like that. Ghosts are real! I was like you, someone who didn’t believe in ghosts; however, that is not the case anymore. I wish you were there to experience what I had.

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

Thoughts: The informant considers this ghost story to be widely experienced especially in Korea. The story the informant told was nothing too out of left field, but still instilled that emotion of fear and shock into me (the audience). For some reason, the high school students, who reported similar cases to the one my informant told, tended to be more from the female population. This left me questioning if females experience more ghost stories and if so why.

Tie-day Friday

Nationality: United States of America
Age: 19
Occupation: Student
Residence: Los Angeles, CA
Performance Date: 04/25/2021
Primary Language: English

Main Piece:

What was this event?

“I did not participate in it, but Tie-day-Friday was… did the school do it? No, it just started by people wearing ties on Friday. It was in elementary school, I have no idea who started it. I feel like people just started saying it because it was fun, and then it became a thing”

Context:

 My informant is my twin sister. She is Jewish, attended Los Angeles public school, and is currently a USC sophomore. This information was collected during a family zoom call where we were checking in with each other.

Analysis:

I was an active participant of Tie-day Friday. It was a fun tradition that allowed elementary schoolers to wear something an elementary schooler wouldn’t wear normally. No one knows who started it, but it created a fun inside joke shared by the student body. This inside joke unified us against the administration because they didn’t know that they were supposed to wear ties on Fridays, which was very amusing to the students.  

Legend – Stepping on the School Seal

Nationality: American
Age: 21
Occupation: Student
Residence: Bozeman, Montana
Performance Date: May 1, 2021
Primary Language: English

Context: 

My informant is a 21-year-old female MSU student from Southern California. She heard this story from a friend who went to a different university, though she couldn’t remember which one. This story was collected when we were on a phone call and I asked her if she knew any school lore. 

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Main Text:

JV: “Ok so one story I remember hearing about from a couple years ago. I can’t remember the school, but according to A, at their university there is a place where the school seal is on the ground and some distance away is a statue of the school mascot. The story goes that if any graduating senior steps on the seal, they have to touch the statue within five or ten seconds or they won’t graduate… Apparently, A saw a guy step one foot on the seal. He paused, yelled a curse, then dropped everything he was carrying to sprint for the statue.”

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Analysis:

Many schools seem to have superstitions surrounding stepping on school seals prior to graduation. School traditions and lore are one of the ways to build community and are especially important at large schools where students otherwise do not have much in common. Stepping on the deal bringing bad luck might reflect an inherent respect for the school and its official representations, which need to be honored and not metaphorically sullied by people stepping on them. Having a way to “break the curse” provides a fun ritual for students to witness. However, it’s also interesting to note that even students who would probably say they don’t believe in magic will drop everything to participate in the ritual as they don’t want to jinx themselves on the off chance that it might actually be real. For another description of traditions surrounding stepping on school seals, see Laskowski, Amy. “The Myths and Legends Behind the BU Seal.” May 9, 2019. http://www.bu.edu/articles/2019/boston-university-seal/

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.

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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.”

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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.”

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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.

Iranian Nursery Rhyme

Nationality: Iranian
Age: 19
Occupation: Student
Residence: Glendale, California
Performance Date: February 18, 2021
Primary Language: English
Language: Farsi

Main Piece

Original Script

Phonetic Script

Pinky miguyad, “boxzarit dozdi konam”

Angoshte halghe miporsid, “che chizi ra mitavonim bedozdim?”

Angoshte vasat eztehar mikonad, “chizi bozorg va taloey”

Angoshte eshare miporsid, “che kasi pasokhe khoda ra midehad?”

Angoshte shest pasokh midahad, “man boyad zira man bozorg va ghavi hastam.”

Transliteration

Pinky said, “let me steal do.”

Finger ring asked, “what thing we can steal doing?”

Finger middle declare doing, “something big and goldy.”

Finger pointing asks, “who answer God will?”

Finger thumb answered, “I shall, since I big and strong am.”

Translation

The pinky says, “Let us steal”

The ring finger asks, “What can we steal?”

The middle finger declares, “Something big and gold!”

The index finger asks, “Who shall answer to God?”

The thumb answers, “I shall, for I am big and strong.” 

Background 

My informant’s mother used to recite this nursery rhyme to her when she was little. My informant says that nursery rhymes pertaining to the fingers are very common in Iran, and there are many children’s books dedicated to giving fingers personalities. This particular rhyme, my informant believes, was local to her family because her schoolmates weren’t familiar with it. She believes that the purpose of this nursery rhyme was to teach her about the existence of roles in society. She associated the physical stature (length and width) of each of her fingers with certain personality traits. For example, the pinky is the weaker person who suggests to sin and steal, the ring finger is the accomplice, the middle finger is the materialist, the index finger is the responsible one who reminds them of the consequences of their actions, and the thumb is the voluntary scapegoat that sacrifices himself so that the hand can succeed.

Context

This nursery rhyme was told to teach children about the types of people in society. My informant cannot recall the first time she heard this from her mother, but can confirm that it was a common occurrence during her playtime hours with her mother. 

My Thoughts 

I think societal roles are an interesting concept to teach children. It is very difficult to try to teach children about the different types of people. Usually, that is learned through experience. I thought of this nursery rhyme as a type of cautionary tale, as if it is telling us to stay away from the pinky, ring and middle finger personalities and make acquaintance with the index finger and thumb personalities. My informant was young when she heard this rhyme, so it seems fitting that her mother would warn her about the different types of people in this world so that my informant can surround herself with good people in school.