This article uses relatively new methods of the analysis of qualitative data to investigate the socio-logical relation between animal species and occupation in the popular imagination, specifically in the world of children's literature, in order to test a claim that the class habitus that naturalizes the division of labor, erasing the contingent nature of class domination, does not simply arise via the internalization of objective social divisions into a subjective social vision, but rather begins with the application of a totemic logic which maps differences between people onto differences between animals, thereby exaggerating and naturalizing them. Children are evidently instructed in the reality of class bodies and the logic of social structure before they have any first-hand acquaintance with these social processes; indeed, by working the embodied relations of class domination into the role play and role learning of the pre-school years, we make it difficult for them to have any unmediated first-hand experience that would militate against these habitual distinctions.