English Folk Songs for Schools, SB Gould & CJ Sharp (Eds)

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Transcript of English Folk Songs for Schools, SB Gould & CJ Sharp (Eds)






LONDON: J. CURWEN & SONS Lro., 24 BERNERS STREET, W.Pntce Trvo SsrrrrNcs eNo SrxpsHce.Vocal edition (both notations), price rs. Words onlv, price 3d. I Cloth, 6d



of "Forr-soNGS," say the Board of Education, in their Suggestions thc cortsi.deration for joys and sorrows, their Teachers, "are the expression in the idiom of the people of their unaffccted patriotism, their zest for sport, and the simple pleasures of a country life. Such music is the early and spontaneous uprising of artistic power in a nation, and the ground on which all national music is built up ; folk-songs are the true classics of the people, and their survival, so often by tradition alone, proves that their appeai is direct and lasting." This, we contend, is true in every particular, and national music may be said to be built up on folk melodies. Unhappily, with us the music of our race has been ignored, disparaged,and set aside; and our modern music is the outcome of the study of foreign nrodels. We have been the very starlings of the musical world, acquiring the pipe and warble of strange birds, and forgetting our ow-n wood-notes wild. In our primary and secondaryschools no provision has been made for the teaching They have been given tunes " made in Germany," or composed for them by masters,English it may be, but speaking in another musical tongue of folk-music to our children. from that of the people. Folk-song is in verity the product of the people, rising as naturaliy out of its expressing as truly its feelings and its aspirations, as the song of thrush consciousness, and blackbird and ousel expressesthe longings of the little hearts, and their rapture in spring sun and zephyrs. The folk-song of one race is not the folk-song of another, any more than the rvarble of the blackbird is the twitter of the finch. Why, then, should we endeavour to force our children to learn the notes of Germany and France and Italy, instead ol acquiring that which is their vefy own ? Why dress a Japanese in English hat and ? frock coat, and force English feet into French sabots I have lived for over forty years in country parishes, and not once have I heard a child spontaneously give forth one of these school songs, though I have met these children daily in lane and road, nutting in the woods, gleaning in the cornfields. I hear their bright, clear voices ring out in chatter and laugh, never in the class-acquiredsong. That is rejected,as they leave school, aS Somethingacquired, uncongenial,and irksome. for EnglishFolh-songs Schook, 2




This collection has been made to meet the requirementsof the Board of Education, and is composed of melodies strictly pertaining to the people, to which words have been set, as closely adhering to the original as was possible, considering the purpose of the book. We may add that every one of the tunes in this book has been taken down by ourselves from the mouths of the people, with the exception of three contributed by Lady Lethbridge. It is as well to consider that the published and MS. music of the days of Charles II and of those subsequentis not, for the most part, the music of the people,but of composers irained in the Italian school; and such music, though appreciated in the concert-room and drawing-room, never soaked into and affected to any appreciable extent the popular mind and influenced the popular taste. Our English peasantry clung to their ancient melodies, and modified them imperceptibly as time werit on, but the current of folk-song never mingled with the stream of classic music in England. We have included a certain number of Ballads. Now the British ballad is vastly lengthy. We have felt ourselves constrained to curtail them to some extent. from it; the child relishes it. But it must not be supposed that a chitd objects to a long ballad that unfolds a story-far We have also been forced to prune the redundancy of syllables in some lines. Old ballad singers were supremely indifferent as to the number


t 0



of words they crowded into their lines, and they managed to get them in to their music as best they could. But for the use of children it was deemed advisable to equalise the number of syliables in a line. A few Nursery Rhymes for Infants have been added. We have finally to acknowledge our great indebtednessto Messrs. Methuen for allowing us to reproduce in this collection Nos. 7,26, zJ, 28, zg,30, 3r, Jz &36from of our .Songs the West,' Nos. 8, 33, 34, 35, and 48 from the Gavland'of Country Song; for also to the Rev. C. Marson, co-editor with Mr. Sharp in Folh-songs from Somerset, consentingto the inclusion in this book of Nos. r, 2, 5,6, 17, t8, tg, 20, 2r,22, 23, and 25, likewise to Lady Lethbridge for contributing Nos. 14, 49, and 5o, which she {earnedfrom her nurse and her father. English l-olh-songs Jor Sclnok.



SONGS.-Continucd'.PAG E

r. The Wraggle Taggle Gipsies O ! z. Lord Rendal 3. The Old NIan and his Wife Daughter. 4. The Shepherd's 5. The Two Magicians . 6. Cold blows the wind. 7. The Golden Vanity 8. Flowers in the Valley 9. The Coastsof BarbarY ro. Henry Martin aersion) (scconil Do. . r r, Lord Bateman n, Tt,e Outlandish Knight 13. Lord Thomas and Fair Eleanor 14. Henry V and the King of France 15. The Golden Glove


Straw Derry .Falr28. Sir John Barleycorn . 29, The Simple Ploughboy 3 o . Sweet Nightingale 3 I . The FoxJ..

.56 .58 .6o.62

+6 8IO I2

.64 .66 .68

The Country Farmer's Son

r + 33. The Cuckoor6 r820 22

The Jolly Waggoner 3 5 . Let Bucks a-hunting goJ+.


36. The Evening PrayerJt.


Tbe Saucy Sailor

2+ 38. The Loyal Loverz6 z8 3o 32

.78 .8o.82

39. Outward and Homeward Bound +o. The Dark-eyed Sailor + r , Near London Town ..


soNGs,r 6 . Blow away the morning dew 1 7 . The Seedsof Love r 8 . Hares on the Mountains I 9 . Cieeping Jane 20. Poor old horse2r. 22.


SONGS. INFANTS' Sly Reynard 42, 43. A Frog he would a-wooinggo The ++. Frog and the $ouse .

86 88 9o 92 94 96^a IOO t02


38 +5.The Old Woman and the Pedlar +o t R Simple Simon +2Cock a doodle doo

High Germany. Sweet England .


48. The Carrion Crow

2 3 , Dabbling in the dew. 2+. The Three Huntsmen 25. Just as the t'ide was a-flolving . 26. The Merry Haymakers Folh"songs Schools. Engli,sk for

46 +9. The Tailor and the Mouse 48 5o. Robin-a-Thrush 5o 5 r . One Michaelmas morn 52 52. l n e . Fo o l l s n l J o y 5+ 53. Mowing the Barley

ro+ ro6 ro8


NQ1. The wraggle taggle Gipsies,O!Allegro eommodo.



:i i j tl






f'hree gipsies stoocl at the Castle gate, They sang so high, they 52n* so low, The lad,v sate in her chamber late, I{er heart it melted away as snow. The'r sang so sweet, they sang so shrill, That fast her tears began to flow. And she laid down her silken gown, Her golden rings ancl all her show..1

She pluck-ed off her high-heeled shoes, A-made of Spanish leather, O. She would in the street, with her bare, bare feet All out in the u'ind and weather, O. O saddle to me m)' milk-v.'hite steed, And go ancl fr:tch me my pony, O ! That I may ride and seek my bricle, Who is gone with the wrasgle taggie gipsies, O ! 0 he rode high, ancl he rocle low, He rode through wood and copses too, IIntil he came to an open field, And there he espieclhis a-lady, O ! What makes you leave your house and land ? Your golden treasures for to go ? \\rhat makes you leave your new-wedded lord, 1'o follow the wraggle taggle gipsies, O ? \Vhatt care I for my house and rny land ? \\'hat care I for my treasure, O / \\rhat t:are I fcrr my nerv-lvedded lord, I'm off with the wraggle taggle gipsies, [) ! Last night r-ou slept on a goose-featherbed, With the sheet turned down so bravely, O ! And to-night you'li .sleepin a cold open field, Along with the wraggle taggle gipsies, O ! What care I for a goose-feather bed, lVith the sheet turned down so bravely, O ! For to-night I shall sleep in a cold open field, Along rvith the wraggle taggle gipsies, O !


Nq 3. Lord Rendal.Allegretto.

F f


wherehaveyou been,


sweetpret-ty one?


been to my sweet-heartro!


make mv




my heart


fain would

rr ' r dim.



O where have you been to, Rendal my son ? O where have you been, my sweet pretty one ? I've been to my sweetheart; O make my bed soon, I'm sick to my heart and fain would lie down. O what did she give you, Rendal my son ? O what did she give you, my PrettY one ? She gave me sqme eels; O make my bed sooni I'm sick to my heart and fain would lie down. O what colour were they, Rendal my son ? O what colour were they, my pretty one ? They were speckled and blotched: O make my bed soon' I'm sick to my heart and fain would lie down. O where did she get them, Rendal my son ? O where did she get them, nt/ pretty one ? From hedges and ditches; O make my bed soon, I'm sick to my heart and fain would lie down. O where are your bloodhounds, Rendal my son ? O rvhere are your bloodhounds, mv pretty one ? They srvelled and they died; O make mv bed soon, I'm sick to my heart and fain would lie down. O that was strong poison, Rendal my son ! O that was strong poison, my pretty one ! You'll die, you'll die, Rendal my son, You'Il die, you'll die, my s