Chapter LXII: Appendix: Suggestions

FOR TEACHERS AND LEADERS OF POETRY HOURS

_Primitive ballads have a straightforward felicity; many of them
a conjuring melody as befits verse and music born together. Their
gold is virgin, from the rock strata, and none the better for
refining and burnishing. No language is richer in them than the
English._

EDMUND CLARENCE STEDMAN

_The old song of Chevy-Chase is the favourite ballad of the Common
People of England; and Ben Jonson used to say, he had rather have
been the author of it than of all his works.... For my own part, I
am so professed an admirer of this antiquated song, that I shall
give my reader a critic upon it._

JOSEPH ADDISON

Ballads are living organisms.[1] If a teacher requires a pupil to analyze minutely a ballad according to rules of prosody and literary criticism, the analysis ruthlessly destroys its spontaneous folk-spirit. To dissect a ballad is literary slaughter.

We all know how the cold-blooded analysis of choice masterpieces destroys forever a pupil’s pleasure in reading them. The teacher of ballad-literature should use the opposite method to that of literary criticism. She should make her pupil delight in a ballad for its own sake; for its unity, its swinging rhythm, its unself-conscious expressions of emotion, and for the human life within it.

A ballad treated in this sympathetic manner will become a thrilling memory for the pupil to carry through the years. A ballad presented thus has educational values besides that of giving joy. It may be used to develop the pupil’s sense of time and rhythm; to enlarge his vocabulary; to teach him to express his thoughts without affectation; to give him ease in sight-reading of Scottish dialect and old English spelling and to accustom him to obsolete words. As a memory exercise for the pupil, the learning and recitation of ballads is unrivaled; because young people memorize them without effort. And furthermore, ballads have dramatic qualities that hold and move a mixed audience of boys and girls of all ages--and of grown folk, too, for that matter.

But perhaps the most important educational function of ballad-literature is that of being a safety-valve for the escape of new, fast-rising feelings and enthusiasms of growing boys and girls, feelings that throng and press for utterance. Young people do not know how to put them into their own words, but find a wholesome and satisfying means of expressing their emotions through learning and reciting ballads or by reading them aloud.

THE BALLADS IN THIS BOOK

There are many versions of old ballads, of some as many as twenty or more; those most suitable for young people are given here.

There are included here ballads in Scottish dialect, and in old English wording with obsolete spelling and capitalization. These versions may be used with confidence by the teacher, because no pains have been spared in collating them by authoritative texts.[2]

Even such differing forms as _o’_ or _o_; _wi’_ or _wi_; _e’e_ or _ee_; _then_ for _than_ or _than_ for _then_; and variations of proper names, as in “Proud Lady Margaret,” have been followed according to the text used.

Quotation marks, only, have been added for the convenience of the young folk. A few objectionable, but unimportant, words have been changed. In the version of “Chevy-Chase,” Bishop Percy’s _Folio Manuscript_ has been followed with a few emendations from his _Reliques_, including the capitalization of the first letter of each line. The _Folio Manuscript_ is more authoritative than the _Reliques_.

Some of the ballads and verses which follow the old forms given by collectors are: “The Stormy Winds Do Blow,” p. 2; “Sir Patrick Spens,” p. 3; “The Dæmon Lover,” p. 7; “Chevy-Chase,” p. 21; “Proud Lady Margaret,” p. 62; “The Famous Flower of Serving-Men,” p. 65; “The Young Tamlane,” p. 255; “Thomas the Rhymer,” p. 93; “The Wee Wee Man,” p. 114; “The Earl of Mar’s Daughter,” p. 115; “Kemp Owyne,” p. 122; “Fair Anny of Roch-royal,” p. 191; “The Cruel Sister,” p. 196; “Blancheflour and Jellyflorice,” p. 209; “The Gay Goss-Hawk,” p. 218; “Bonny Baby Livingston,” p. 224; “Young Beichan and Susie Pye,” p. 237; “The Wife of Usher’s Well,” p. 263; “Sir Roland,” p. 265; the Robin Hood ballads, p. 290 ff.; “True Valour,” p. 355; “Pilgrimage,” p. 351; “Peace,” p. 356.

In striking and pleasing contrast to the old ballads are the modern ones with capitalization to please modern children. It may be noted that the texts of Keats’s “La Belle Dame,” and Campbell’s “Earl March,” are different from the versions usually included in children’s ballad-books. The texts followed here are those most lately approved by literary critics.

PROGRAMME

FOR A YEAR OF BALLAD-READING AND STUDY

ONE PERIOD A WEEK FOR FORTY WEEKS

Ways in which ballads may be used in the classroom or during Poetry Hours:

1. _Reading aloud for development of literary taste._ This is the most important educational use of ballads. The teacher should read them aloud to the class, giving them all their native swing and quick pulsation. The minstrels, who composed them, often accented words to suit the length of their lines; so if the reader will lend her voice to the rhythm of the verse, the accents will fall where they belong. Such words as _country_, _harper_, _singer_, _damsel_, _lady_, and _battle_ should sometimes be accented on the last syllable, as _countrý_, _singér_, _harpér_, _ladý_.

2. _Memorizing and reciting._ Boys and girls enjoy learning ballads by heart. They do so with astonishing ease. The teacher may assign one ballad to the whole class; or she may divide the class into sections and assign a ballad to each section. This should be done at least two or three weeks before the period for recitation. The teacher may then call on one or more of the pupils to recite.

3. _Story-telling from the ballads._ The teacher may read aloud a ballad. She should read it two or three times to the class. Then the pupils may retell it in story form either orally or in writing.

4. _Dramatization._ Ballads are so dramatic and simple in their movement that they may be easily acted in the schoolroom with or without improvised scenery and costumes. The teacher or pupil may read aloud the ballad, while some of the boys and girls act it out in dumb show; or, better yet, the actors may recite the lines that belong to their parts, and the teacher may read aloud the descriptive parts only. Whenever a refrain occurs, as in “The Stormy Winds Do Blow,” the whole class may join in reciting it.

5. _Writing from memory._ The teacher may assign a ballad to the class to learn by heart; and then she may have the class write it out from memory following closely the spelling, punctuation, and dialect of the text.

6. _Original ballad-writing._ Young people are natural ballad-makers. At the end of the year, after memorizing and reciting ballads and listening to them read aloud, the pupils will be so saturated with ballad-spirit and meter, that ballad-writing will be a second nature. The teacher may then tell, very briefly but interestingly, the plot of a ballad, and let the pupils put it into original verses, giving them a week or two in which to do so. After this exercise the teacher may assign a local legend or story for practice in original ballad-writing.

The Programme that is given here is merely suggestive. All the ballads in the book are good to read aloud, and most of them may be dramatized or memorized. The course presented below shows a teacher how she may, by progressive steps, develop her pupils’ taste for ballad-literature, and prepare them to appreciate more mature forms of narrative poetry, such as metrical romances and epics.

COURSE FOR FORTY WEEKS--ONE PERIOD A WEEK

_1st Week. Reading aloud:_ The Laidley Worm O’ Spindleston-Heughs,
p. 148.

_2d Week. Reading aloud:_ Little Billee, p. 159; Brian O’Linn, p.
160; Dicky of Ballyman, p. 162; The Cinder King, p. 167.

_3d Week. Dramatization:_ The Stormy Winds Do Blow, p. 2; The Noble
Riddle, p. 208; “Earl March looked on his dying child,” p. 203.

_4th Week. Reading aloud:_ The Lady of Shalott, p. 124; The Singing
Leaves, p. 131.

_5th Week. Dramatization:_ Kemp Owyne, p. 122; The Erl-King, p. 86.

_6th Week. Reading aloud:_ Robin Hood and Little John, p. 291;
Robin Hood and Clorinda, p. 297.

_7th Week. Dramatization:_ Ballad of the Oysterman, p. 164; Earl
Haldan’s Daughter, p. 58; The Greeting of Kynast, p. 74; A Tragic
Story, p. 158.

_8th Week. Reading aloud (Halloween Week):_ The Spell, p. 254; Sir
Roland, p. 265; The Cruel Sister, p. 196; The Skeleton in Armour,
p. 270.

_9th Week. Dramatization:_ Glenara, p. 212; The Dæmon Lover, p. 7.

_10th Week. Reading aloud:_ King Alfred and the Shepherd, p. 176.

_11th Week. Story-telling from the Ballads:_ Young Beichan and
Susie Pye, p. 237.

_12th Week. Reading aloud:_ The Fairy Thorn, p. 87; The Kelpie of
Corrievreckan, p. 97.

_13th Week. Memorizing and reciting:_ True Valour, p. 355; The
Touchstone, p. 347; Barclay of Ury, p. 341; Pilgrimage, p. 351.

_14th Week. Reading aloud:_ The Heart of the Bruce, p. 333.

_15th Week. Memorizing and reciting (for Christmas):_ The Royal
Court, p. 353; Peace, p. 356; The Three Kings, p. 357.

_16th Week. Reading aloud:_ Lady Clare, p. 59; Sir Galahad, p. 348.

_17th Week. Story-telling from the Ballads:_ The Earl of Mar’s
Daughter, p. 115.

_18th Week. Reading aloud:_ Ballad of Meikle-Mouthed Meg, p. 32.

_19th Week. Dramatization:_ The Gay Goss-Hawk, p. 218; Thomas the
Rhymer, p. 93.

_20th Week. Reading aloud:_ Young Tamlane, p. 255.

_21st Week. Memorizing and reciting:_ Lord Lovel, p. 204; The
Beggar-Maid, p. 214; The Sands of Dee, p. 190; Lochinvar, p. 215.

_22d Week. Reading aloud:_ Fair Anny of Roch-royal, p. 191; Bonny
Baby Livingston, p. 224.

_23d Week. Story-telling from the Ballads:_ Blancheflour and
Jellyflorice, p. 209.

_24th Week. Reading aloud:_ The Child of Elle, p. 244.

_25th Week. Writing from memory:_ The Birth o’ Robin Hood, p. 290;
The Wee Wee Man, p. 114.

_26th Week. Reading aloud:_ More Modern Ballad of Chevy-Chase, p.
21.

_27th Week. Story-telling from the Ballads:_ Cochrane’s Bonny
Grizzy, p. 70; The Frolicksome Duke, p. 169.

_28th Week. Reading aloud:_ May of the Moril Glen, p. 138.

_29th Week. Writing from memory:_ The Wife of Usher’s Well, p. 263.

_30th Week. Reading aloud:_ Sir Patrick Spens, p. 3; Hynd Horn, p.
231.

_31st Week. Writing from memory:_ Proud Lady Margaret, p. 62.

_32d Week. Reading aloud:_ Song of the Outlaw Murray, p. 301.

_33d Week. Original ballad-writing:_ Barbara Allen’s Cruelty, p.
201; Alice Brand, p. 81; The Famous Flower of Serving-Men, p. 65.

_34th Week. Reading aloud:_ The Eve of St. John, p. 279.

_35th Week. Memorizing and reciting:_ The Fairy Tempter, p. 80; The
Luck of Edenhall, p. 135; La Belle Dame sans Merci, p. 91.

_36th Week. Reading aloud:_ The Mermaid, p. 10.

_37th Week. Original ballad-writing:_ King James the First and the
Tinkler, p. 173; Valentine and Ursine, p. 314; Belted Will, p. 47.

_38th Week. Reading aloud:_ Kilmeny, p. 101.

_39th Week. Original ballad-writing:_ The teacher may assign
a subject for this--a local legend or story of a patriotic or
historical event.

_40th Week. Entertainment for Parents and Friends of Pupils:_ The
ballad-course may close with an afternoon or evening entertainment.
This may be made delightful. All the pupils should take part in the
exercises.

Many of the old ballads are set to charming ancient tunes, and may be sung by the whole school. Banjo or guitar accompaniment is specially appropriate to ballad airs. Musical scores for some of the ballads in this book--“The Cruel Sister” (“The Twa Sisters”), “Hynd Horn,” “Sir Patrick Spens,” “Young Beichan,” “Proud Lady Margaret,” “The Famous Flower of Serving-Men,” and “Lord Lovel”--may be found in Professor Child’s _English and Scottish Popular Ballads_, large edition, part 10. If the music of old ballads is not obtainable, then popular, well-known ballads, such as “Annie Laurie,” “Ben Bolt,” and “Loch Lomond,” may be sung in their stead.

The following outline for an entertainment may be varied to suit the abilities and interests of the boys and girls who are to take part:

PROGRAMME FOR AN ENTERTAINMENT

One or more ballads sung by the pupils.
Recitation.
Dramatization.
Ballad-reading.
A ballad solo.
Recitation.
Reading of the best original ballad composed by a pupil.
Dramatization.
Recitation.
Close: the audience and pupils may sing one or more popular,
well-known American ballads, such as may be found in any good
song-collection.

In making up her Programme, the teacher should avoid selecting very long ballads for memorization and recitation. It is best to let the pupils who are to recite, choose the ballads they like best. She should be careful to balance her Programme with verses of all kinds--grave and gay, sad and weird, romantic and historical. She should so artistically compose her Programme that it will play on the emotions of her audience, moving it from laughter to tears, from awe to the heroic. That is what ballads are for, to touch the heart, as well as the head.

FOR LIBRARIANS AND SOCIAL WORKERS

This entire course, as outlined for forty weeks, may be followed by Librarians and Social Workers. They may, however, shorten the Programme or alter it to suit the occasion.

GLOSSARY AND INDEXES

GLOSSARY

=A’=, all

=Aboon=, above

=Abune=, above

=Acton=, stuffed leather jacket worn under coat-of-mail

=Ae=, one, single, sole, mere

=Aff=, off, oft

=Aften=, often

=Aiblins=, perhaps

=Aik=, oak

=Ain=, own

=Airn=, iron

=Alake=, alas!

=Alane=, alone

=Amang=, among

=An=, and

=Ance=, once

=Ane=, one

=Ankers=, anchors

=Anse=, once

=Ask=, newt, lizard

=Atabal=, Moorish kettledrum

=Attour=, above

=Auld=, old

=Awa’= _or_ =awa=, away

=Awn=, own

=Ayme=, aim

=Bairn= _or_ =bairnie=, child

=Baith=, both

=Bale=, fire, faggot

=Ban=, band

=Bane=, bone

=Bartizan=, a small overhanging turret jutting out from the top of
a tower

=Bash=, beat, smash in

=Beacon=, a fire lighted on a height as a danger signal to call
together warriors to repel the enemy

=Bedeen=, immediately, forthwith; often used as an expletive, or as
a rhyme-word at the end of a line

=Belay=, lie in the way for

=Beltan= _or_ =Beltane=, a Celtic pagan festival celebrated on May
Day or May 3d, by lighting bonfires on hilltops

=Bent=, coarse grass, open field, sandy knoll covered with coarse
grass, the hollow of a hill

=Berserk=, ancient Norse warrior who raged with fury in battle

=Bigged=, built

=Bigly=, pleasant to live in, spacious

=Billie=, comrade, brother

=Birk=, birch

=Birkie=, lively

=Birling=, drinking

=Bla=, blow

=Black Rood Stone=, The Black Rood of Melrose, a crucifix of
supposedly great sanctity

=Blee=, colour, complexion

=Blew=, blue

=Blin=, cease, stop

=Blude=, blood

=Borrow=, set free, deliver, ransom

=Boud=, behoved, was obliged

=Bouir=, bower

=Boun’=, bound, bound home

=Bour=, bower

=Bout=, bolt

=Bower= _or_ =bowir=, lady’s chamber, a house, a rustic cottage

=Bra’=, fine, handsome, brave

=Brae=, down, a slope of a hill

=Braid=, broad. “A braid letter”; a letter on a broad sheet, or a
long letter

=Brak=, broke

=Brake=, thicket, a place overgrown with ferns, shrubs, and brambles

=Brash=, sickness

=Brast=, burst

=Brattle=, race, hurry

=Braw=, comely, handsome, well-dressed

=Bree=, brows, eyebrows

=Brode=, breed

=Broom=, the Genista, a shrub with bright golden flowers

=Bughts=, pens

=Burd alone=, by himself, solitary

=Burn=, brook

=Busked=, dressed, adorned

=But and=, and also

=Bygane=, gone by

=Byre=, cow-house

=Cade lamb=, lamb brought up by hand, pet lamb

=Callant=, lad

=Cam’= _or_ =cam=, came

=Capapie=, cap-à-pié, from head to foot. Armed cap-à-pié, armed
from head to foot

=Carl= _or_ =carle=, churl

=Carline=, old woman, peasant woman

=Carlish=, churlish, uncivilized

=Carp=, tell tales, sing or chant ballads

=Castle-yate=, castle-gate

=Caul= _or_ =cauld=, cold

=Channerin’=, fretting

=Chaps=, jaw, chops

=Cheik=, cheek

=Child= _or_ =childe=, a youth of gentle birth

=Christentie=, Christendom

=Claith=, cloth

=Claymore=, large sword

=Cleedin=, clothing

=Clour=, bump on the head from a heavy blow

=Clouted=, heavy and patched

=Clouted cream=, clotted cream

=Cloutie=, patched, ragged

=Coft=, bought

=Cold=, could

=Contrair=, contrary, opposed

=Corbie=, raven

=Cosh=, quiet

=Coud=, could

=Couldna=, could not

=Couthy=, friendly, kind, loving

=Cow-me-doo=, Coo-my-dove, loving name for a dove

=Craig=, neck, throat

=Craw=, crow

=Crawed=, crowed

=Cum=, come, came

=Cumbruk=, cambric

=Cushat=, ring-dove, wood-pigeon

=Dae=, doe

=Dantonit=, daunted

=Daunton=, daunt, subdue

=Daw=, dawn

=Dean= _or_ =den=, dell, narrow glen

=Death-thraw=, death-struggle

=Dee=, do, die

=Degree=, rank. “Served him in his own degree,” offered him respect
according to his rank

=Deil=, Devil

=Dinna=, do not

=Dochter=, daughter

=Doo=, dove

=Dought=, should be able tot can

=Doun=, down

=Dour= _or_ =doure=, hard, severe, savage

=Dove=, word of endearment for one pure and gentle

=Downa=, cannot

=Drap=, drop

=Drapp’d=, dropped

=Dree=, be able, stand. “As fast as he might dree,” as fast as he
could, undergo, suffer

=Drumlie=, gloomy

=Duddis=, poor clothes, tatters, duds

=Dule=, grief

=Dun=, dark coloured, of a dull brown colour

=Dune=, done

=Eccho=, echo

=Eche=, each

=E’e= _or_ =ee=, eye

=Effeir=, pomp, circumstance, bearing, garb, panoply

=Eident=, unrestingly

=Eildon=, a high hill with three-pointed summit, overlooking
Melrose town. Eildon Tree, the spot where Thomas the Rhymer is
supposed to have uttered his prophecies

=Eiry=, eery, weird, dreary, gloomy, fear-inspiring

=Eldern=, old

=Elritch=, elvish

=Elyed=, vanished

=Eneuch=, enough

=Enoo=, enough

=Ere=, ever

=Erle=, earl

=Erlish=, elvish

=Erst=, first, formerly

=Even cloth=, smooth cloth, with nap well shorn

=Eve of St. John=, Midsummer Day, June 24

=Eyne=, eyes

=Fa’= _or_ =fa=, fall, befall

=Faem= _or_ =faeme=, foam

=Fairing=, gift, present given at a fair

=Fallow deer=, small European deer, of a fallow, or pale yellow
colour

=Fand=, found

=Fa’se=, false

=Fashes=, troubles

=Faulds=, folds

=Faured=, favoured

=Fause=, false

=Feckless=, weak, feeble, silly

=Fee=, wealth

=Feircly=, fiercely

=Fell=, sharply, severely, keen, eager

=Fere=, mate, consort, companion

=Ferlie=, marvel, wonder

=Fidge=, fidget

=Flang=, flung about, skipped

=Flatter=, float

=Flee=, flay

=Flude=, flood

=Forbode=, “Over God’s forbode”; God forbid!

=Forfaulted=, forfeited

=Forgather=, meet

=Forhooyed=, forsook

=Fornenst=, opposite to

=Fou=, full

=Frae=, from

=Freit=, a good or bad omen

=Frith=, wood, enclosed land

=Fu’= _or_ =fu=, very, full, very much, fully

=Gad=, bar

=Gae=, go

=Galliard=, an old-time brisk dance

=Gane=, suffice, gone

=Gang=, go

=Gar=, make, cause, do

=Garr’d=, made, caused

=Gear=, possessions, property, cattle

=Geck=, mock

=Gerfalcon=, large falcon of the Northlands

=Gi’d=, went

=Gie=, give

=Gien=, given

=Gif=, if

=Gillore=, gallore, in plenty

=Gimp=, jimp, slender

=Gin=, if, suppose, granted it be so, whether

=Glaive=, sword

=Gleg=, spry, quick

=Gleid=, spark

=Gloamin=, twilight

=Good b’w’ ye=, good be with ye, good-bye, derived from the phrase
“God be with you,” or “with ye”

=Gos-hawk= _or_ =goss-hawk=, large hawk

=Goud=, gold

=Gouden=, golden

=Goun=, gown

=Goups=, handfuls

=Goved=, stared

=Gowan=, daisy

=Gowd=, gold

=Gowdn=, golden

=Graith=, make ready

=Grange=, farmhouse with outer buildings

=Gratte=, wept, cried

=Greet=, weep

=Grew hound=, greyhound, grey

=Grewis=, greyhounds

=Groat=, old English silver coin worth fourpence issued from
1351-1662

=Gude=, good

=Gudely=, goodly

=Guid=, good

=Guise=, manner, behaviour

=Gurly=, grim, growling, surly

=Gyant=, giant

=Ha’= _or_ =ha=, hall

=Had=, hold

=Hadna= _or_ =hadnae=, had not

=Hae=, have

=Haggis=, Scotch dish made of a sheep’s maw filled with minced
meat, onions, and other ingredients mixed and cooked with oatmeal

=Hail=, whole

=Half-fou=, two pecks, half a bushel

=Haly=, holy

=Hame=, home

=Han=, hand

=Hap=, chance, fortune

=Happed=, covered, wrapped

=Haud=, hold, keep

=Hauld=, hold

=Hay=, “Went forth to view the hay,” went to see how the hay was
coming on

=Heely=, slowly, gently

=Her lane=, by herself

=Heugh=, steep hill, glen with overhanging sides

=Hie=, haste, high

=Hindberrye=, wild raspberry

=Hing=, hang

=Hingers=, hangers

=Hinny= _or_ =hinnie=, honey

=His lane=, by himself

=Holland= _or_ =hollin=, coarse linen, unbleached or dyed brown

=Holt=, piece of woodland, a woody hill

=Holy Grail=, the holy cup, used by the Lord Christ at the Last
Supper, was called in medieval romances, “The Holy Grail”

=Houf=, haunt

=Hoysed=, hoisted

=Hurden=, coarse linen or hempen fabric

=Hye= _or_ =hie=, haste

=Hynd=, =Hynde=, _or_ =Hind=, young, courteous, gracious, gentle

=Hypp=, fruit of the dog-rose

=I’= _or_ =i=, in

=Ilk= _or_ =ilka=, every, each

=Intill=, into, in

=Its lane=, by itself

=Jaw=, wave

=Jawes=, surges

=Jet=, strut

=Jimp=, slender, slim

=Jimply=, barely, scarcely, hardly, narrowly

=Joup=, petticoat

=Kaim=, comb

=Kaimin=, combing

=Kane=, tribute

=Kell=, a cap of network for a woman’s hair

=Kemb=, comb

=Kemed=, combed

=Ken=, know

=Kendna=, did not know

=Kenned= _or_ =kend=, knew

=Kep=, catch, stop

=Keppit=, caught

=Kirk=, church

=Kittle=, difficult to manage, risky, ticklish

=Knaw=, know

=Kynast=, castle in Northern Germany

=Kythe=, appear

=Laddie=, diminutive of lad

=Laidley=, loathly, loathsome

=Laird=, squire, lord of the manor, owner of lands

=Laith=, loath

=Lan=, land

=Lane=, lone

=Lanely=, lonely

=Lang=, long

=Lap=, sprang, leaped

=Lappered=, clotted

=Lat=, let

=Laverock=, lark

=Lax=, relief

=Lease=, lease (of bucks), three bucks

=Leme=, gleam

=Lend=, grant, give

=Lettn=, let

=Leven=, lawn, glade, open ground in the forest

=Leveret=, hare

=Liffe=, life

=Lift=, air, sky

=Liften=, lifted

=Lighters=, horse-blinders or blinkers

=Liken=, make like

=Lish=, lithe, supple, agile

=Lither=, lazy, idle, worthless, wicked

=Littand=, staining, defiling

=Live-lang=, live-long

=Lo’ed=, loved

=Lood=, loved

=Loof=, palm of the hand

=Loon=, fellow, rogue

=Loot=, let, allowed

=Lout=, bend, bow, lean

=Lowed=, glowed

=Lown=, calm, serene, silent, quiet

=Lug=, ear

=Luve=, love

=Lyart=, grey, hoary

=Lydder=, lazy, idle, loathsome

=Lyon’s moods=, this possibly means like the mood or pluck of
lions; authorities differ as to readings

=Lyth=, member, joint

=Mae=, more

=Maik= _or_ =maike=, mate

=Mair=, more

=Make=, mate, consort

=March= _or_ =Marches=, border-frontier, the boundary between
England and Scotland. Warden of the March, governor of the Scotch
Border

=Marrow=, mate, wife, husband

=Martinmas=, mass or feast of St. Martin, November 11

=Maun=, must

=Maunna=, must not

=Mavis=, thrush

=May=, maid

=Meet=, scant, close

=Meikle=, much, great

=Merl= _or_ =merle=, blackbird

=Merk= _or_ =mark=, about 13s. 4d. in the English money of the time

=Mess=, mass

=Mickle=, much, great

=Middle=, waist

=Midsummer Day=, June 24

=Minny= _or_ =minnie=, mother

=Mirk=, dark

=Mither=, mother

=Monmouth Cap=, flat round cap formerly worn by English soldiers
and sailors. Shakespeare mentions it in _Henry V_

=Mony= _or_ =monie=, many, money

=Mote=, may

=Mountain-mere=, mountain-lake

=Muir=, moor

=Na=, no, not

=Nae=, no

=Naething=, nothing

=Nane=, none

=Nappy=, heady, strong

=Neer=, never, ne’er

=Neest=, nearest, next

=Neir=, never, ne’er

=Neist=, next

=Nicht=, night

=Nowt=, neat cattle

=Nurice= _or_ =nourice=, nurse

=O’= _or_ =o=, of

=O’erword=, refrain, call, cry

=Ony=, any

=Ower=, over

=Owre=, before, over

=Palfray=, small saddle-horse for ladies, palfrey

=Pall=, cloak, mantle

=Palmer=, Pilgrim returned from Holy Land bearing, as a badge, a
branch of palm

=Paughty=, haughty

=Philabeg=, highland kilt

=Pibroch=, a Highland dirge or martial air, a kind of wild,
irregular music, performed on the bagpipe

=Pickle=, choice

=Pin=, an implement for raising the latch of a door, _see_ tirled

=Pine=, suffering, pain

=Plait=, fold, plate

=Plate-jack=, coat-armour

=Pock-puddings=, bag-puddings

=Prie=, attain

=Prieven=, attained

=Prin=, pin

=Pu’= _or_ =pu=, pull

=Pu’d=, pulled

=Putten=, put

=Quarry=, slaughtered game

=Quean=, saucy girl or young woman

=Rad=, afraid

=Rade=, rode

=Rae=, roe

=Raike=, range

=Rail=, woman’s jacket

=Ravin=, violent

=Raw=, row

=Ray=, array

=Reavers=, robbers

=Reaving=, thieving, robbing

=Rede=, counsel

=Reek=, smoke

=Reifed=, stolen, plundered

=Reifery=, robbery, plundering

=Rife=, abounding

=Rins=, runs

=Rock=, distaff used in spinning

=Rode= _or_ =Rood=, Holy Cross, crucifix, _see also_ Black Rood of
Melrose

=Roul=, roll

=Roun’= _or_ =roun=, round, around about

=Rowan Tree=, mountain ash, which is also called the Fairies’ tree
because Witches and Evil Spirits are said to fear it

=Rowed=, rolled, wound

=Rowt=, roar

=St. John’s Eve=, Midsummer Day, June 24

=Sae=, so

=Saft=, soft, softly

=Saikless=, innocent

=Sained=, crossed, blessed, hallowed

=Sair=, sore, painful, very much

=Sail=, shall

=Satten=, satin

=Saul=, soul

=Saut=, salt

=Sax=, six

=Scallop-shell=, a small fluted shell. In the middle ages, Pilgrims
used to wear scallop-shells as badges of their pilgrimage

=Scaur=, steep bank overhanging a river, a cliff

=Scorke=, struck

=Scot-free=, the word “scot” means payment, fine, reckoning, tax.
Scot-free means free from payment; also, without harm, unhurt, safe

=Screen=, plaid, cloak, large scarf thrown over the head

=Scrip=, small bag, Pilgrim’s pouch

=Sea-maw=, gull, sea mew

=Sen=, sent

=Sets with=, suits

=Seymar=, loose robe

=Share of Truth=, ploughshare of Truth--used as figurative language

=Shathmont=, measure from top of extended thumb to the extremity of
palm--six inches

=Shaw=, thicket, copse

=Sheave=, slice.

=Sheen=, bright, shining

=Sheugh=, trench, ditch, furrow

=Shoon=, shoes

=Shot-window=, projecting window in the stair case of old Scotch
wooden house

=Sic=, such

=Sichin=, sighing

=Sicken=, such

=Siller=, silver

=Simmer=, summer

=Sin=, since

=Sin=, “Thankless sins the gifts he gets,” probably means to hold
them in slight esteem. (Footnote in Scott)

=Skaith=, harm, an injury

=Skald=, ancient Scandinavian poet or bard

=Skaw=, promontory or low cape

=Skeely=, skilful

=Skelping=, moving rapidly

=Skoal=, hail!

=Sleeks=, makes smooth

=Slogan=, war-cry of the Scottish Highlanders

=Sma= _or_ =sma’=, small

=Snaw=, snow

=Snell=, sharp, keen, shrill, bitter

=Snickersnee=, sailor’s sheath-knife or bowie knife

=Snood=, hair-band

=Snoove=, go smoothly and constantly

=Solan=, gannet, solan-goose

=Solempne=, solemn

=Sommer=, summer

=Sonsy= _or_ =Sonsie=, plump

=Sorning=, spunging, obtruding

=Soudron= _or_ =Southron=, southern, the English

=Spak=, spake, spoke

=Spankie=, sprightly, friskly, smart

=Speer=, ask

=Sperthe=, battle-axe

=Spier=, spear

=Sta=, stole

=Stane=, stone

=Stead=, dwelling-place

=Steek=, stitch

=Step minnie=, stepmother

=Stern-light=, starlight

=Stour= _or_ =stoure=, dust, skirmish, struggle, battle

=Stown=, stolen

=Strack=, struck

=Stran=, strand

=Strang=, strong

=Strath=, valley thro’ which a river runs

=Stron=, the end of a ridge of hills

=Stude=, stood

=Sucket=, sugar-plum

=Suld=, should

=Sune=, soon

=Swa’d=, swelled

=Syke=, marsh

=Syle=, soil

=Syne=, then, afterward, since

=Tae=, toe

=Ta’en= _or_ =taen=, taken

=Taffetie=, taffeta

=Taiglit=, tarried

=Taiken=, token

=Tak=, take

=Tald=, told

=Tale=, number, count

=Tane=, taken

=Tauld=, told

=Teind=, tithe

=Tent=, take care of, watch, guard

=Tent=, Spanish wine of a deep red colour

=Termagant=, a pagan deity, whom the Crusaders said was worshipped
by the Mohammedans

=Tett=, lock of hair or of a mane

=Thae=, thesef those

=Then=, than

=Thie=, thigh

=Thimber=, heavy, massive

=Thir=, those, these

=Thysell=, thyself

=Till=, to

=Tinkler=, tinker

=Tint=, lost

=Tirled= _or_ =tirld=, twist or rattle. “Tirld at the pin,” _see_
Pin

=Tod=, fox

=Toom=, empty

=Touchstone=, a kind of compact stone used to test gold and silver

=Toun=, hamlet, farmhouse

=Trailed=, dragged

=Tree=, wood, made of wood

=Trow=, trust, believe, think

=Tryst=, appointed place of meeting, also appointment to meet

=Turtle-doo=, turtle-dove

=Twa=, two

=Twae=, two

=Twin’d=, deprived, parted

=Ugsome=, exciting disgust, abhorrent

=Ummeled=, unmixed, pure

=Upgive=, avow, own up

=Upo=, on, to, with, at, in

=Vair=, squirrel-fur

=Vaunt-brace=, armour for the body

=Verra=, very

=Wa’= _or_ =wa=, wall

=Wad=, would

=Wae=, woe

=Waik=, glade

=Wained=, carried, removed

=Waith=, wandering, roaming, straying

=Wall-wightmen=, picked, strong men

=Waly=, exclamation of admiration

=Wan=, won

=Wap=, wrap, stuff

=War’d=, expended, used

=Warden=, keeper, guardian. Warden of the March, governor of the
Scotch Border

=Warden Pies=, pies made of warden pears--large pears

=Warld=, world

=Warlock=, sorcerer, wizard

=Warse=, worse

=Warst=, worst

=Wasna=, was not

=Wassail-bout=, drinking revel, carouse

=Wat=, wet

=Wauking=, watch, walk

=Weel=, well

=Weet=, wet

=Weir=, to collect and drive cattle

=Weird=, Destiny, Fate, Fortune

=Well-kent=, well-known

=Wene=, recess

=Wer-wolf=, person transformed into a wolf

=Westlin=, Western

=Wha=, who

=Whare=, where

=Whaten=, what sort, what kind

=Whidderan=, whizzing

=Whin-bushes=, furze, gorse

=Wi’= _or_ =wi=, with

=Win=, wind

=Win in=, get in

=Winna=, will not

=Wis=, know

=Withouten= _or_ =withoutten=, without

=Wodensday=, Wednesday, derived from the name of the Anglo-Saxon
god, Woden; which name meant “the furious” or “the mighty warrior”

=Wold=, would

=Wold=, open tract of country

=Woned=, dwelt

=Wot=, know

=Wud=, would

=Y= _or_ =I=, a prefix to many Middle English words, often used
(specially with past-participles) to intensify their meanings

=Yallow=, yellow

=Yate=, gate

=Y-built=, _see above_ Y or I

=Yer sel=, yourself

=Yett=, gate

=Yont=, beyond

=Yorlin=, yellow-hammer

=Yoursell=, yourself

=Yowlit=, yowled, howled, yelped

=Y-wis=, =i-wis=, certainly, surely, truly, to wit, indeed

=Y-wrought=, _see above_ Y or I

SUBJECT INDEX

AFFECTION:
Child of Elle, 244;
Cochrane’s Bonny Grizzy, 70;
Fairy Tempter, 80.

ALFRED THE GREAT:
King Alfred and the Shepherd, 176.

BALLADS, EDUCATIONAL USE:
Foreword, vii;
Suggestions for Teachers, 363.

BALLADS, LITERARY COMMENT ON:
Addison, 363;
Spenser, xi;
Stedman, 363;
Sydney, xii.

BALLADS, PROGRAMME FOR TEACHING: Suggestions for Teachers, 363. _See also_ DRAMATICS.

BELTAN; _see_ MAY DAY.

BIRD FRIENDS:
Earl of Mar’s Daughter, 115;
Gay Goss-Hawk, 218;
Singing Leaves, 131.

BORDER BALLADS:
Ballad of Meikle-Mouthed Meg, 32;
Belted Will, 47;
Chevy-Chase, 21;
Galloway Raid, 20.

BROTHERS AND SISTERS:
Fairy Tempter, 80;
Laidley Worm, 148;
Proud Lady Margaret, 62;
Valentine and Ursine, 314.

BRUCE, ROBERT, KING OF SCOTLAND:
Heart of the Bruce, 333.

CAKES, BURNING OF:
King Alfred and the Shepherd, 176.

CHEVY-CHASE:
Chevy-Chase, 21.

CHIVALRY:
Blancheflour and Jellyflorice, 209;
Child of Elle, 244;
Sir Galahad, 348;
Valentine and Ursine, 314.

CHRIST:
Barclay of Ury, 341;
Heart of the Bruce, 333;
Pilgrimage, 351;
Royal Court, 353;
Sir Galahad, 348.

CHRIST-CHILD:
Three Kings, 357.

CHRISTMAS:
Sir Galahad, 348;
Three Kings, 357.

CLORINDA:
Robin Hood and Clorinda, 297.

CONSTANCY:
Bonny Baby Livingston, 224;
Dæmon Lover, 7;
“Earl March Looked on his Dying Child,” 203;
Fair Anny of Roch-royal, 191;
Gay Goss-Hawk, 218;
Hynd Horn, 231;
Lady Clare, 59;
Lord Lovel, 204;
Mermaid, 10;
Sweet William’s Ghost, 276;
Young Beichan and Susie Pye, 237.

COPHETUA:
Beggar-Maid, 214.

CORRIEVRECKAN:
Kelpie of Corrievreckan, 97.

COURAGE AND HEROISM:
Alice Brand, 81;
Ballad of Meikle-Mouthed Meg, 32;
Chevy-Chase, 21;
Cochrane’s Bonny Grizzy, 70;
Famous Flower of Serving-Men, 65;
Heart of the Bruce, 333;
Kemp Owyne, 122;
Laidley Worm, 148;
Pilgrim, 332;
Robin Hood and Little John, 291;
Sir Patrick Spens, 3;
Song of the Outlaw Murray, 301. _See also_ MAIDS AND LASSIES, BRAVE
AND TRUE.

CRUELTY; _see_ RETRIBUTION.

DEE:
Sands of Dee, 190.

DEMOCRATIC BALLADS:
Frolicksome Duke, 169;
King Alfred and the Shepherd, 176;
King James the First and the Tinkler, 173.

DRAMATICS, BALLADS SUITABLE FOR:
Ballad of Meikle-Mouthed Meg, 32;
Ballad of the Oysterman, 164;
Beggar-Maid, 214;
Cochrane’s Bonny Grizzy, 70;
Dæmon Lover, 7;
Earl Haldan’s Daughter, 58;
“Earl March Looked on his Dying Child,” 203;
Erl-King, 86;
Gay Goss-Hawk, 218;
Glenara, 212;
Greeting of Kynast, 74;
Kemp Owyne, 122;
King James the First and the Tinkler, 173;
Lady of Shalott, 124;
Laidley Worm, 148;
Noble Riddle, 208;
Robin Hood and Little John, 291;
Stormy Winds Do Blow, 2;
Thomas the Rhymer, 93;
Tragic Story, 158;
Young Tamlane, 255. _Many other ballads in this book may be
dramatized._

DWARFS:
Alice Brand, 81;
Belted Will, 47.

EDENHALL:
Luck of Edenhall, 135.

EILDON TREE:
Eve of St. John, 279;
Thomas the Rhymer, 93. _See also_ GLOSSARY _under_ EILDON TREE,
p. 377.

ELVES;
_see_ FAIRIES.

ENCHANTMENT AND MYSTERY:
Alice Brand, 81;
Earl of Mar’s Daughter, 115;
Fairy Thorn, 87;
Kemp Owyne, 122;
La Belle Dame sans Merci, 91;
Lady of Shalott, 124;
Laidley Worm, 148;
Luck of Edenhall, 135;
May of the Moril Glen, 138;
Mermaid, 10. _See also_ FAIRIES AND FAIRYLAND.

ENDURANCE:
King Alfred and the Shepherd, 176;
Robin Hood and Little John, 291.

ERL-KING:
Erl-King, 86.

ETTRICK:
Ballad of Meikle-Mouthed Meg, 32;
Song of the Outlaw Murray, 301.

EVE OF ST. JOHN; _see_ MIDSUMMER DAY AND ST. JOHN’S DAY.

FAIRIES AND FAIRYLAND:
Alice Brand, 81;
Erl-King, 86;
Fairy Tempter, 80;
Fairy Thorn, 87;
Kilmeny, 101;
La Belle Dame sans Merci, 91;
May of the Moril Glen, 138;
Thomas the Rhymer, 93;
Young Tamlane, 255.

FAIR PLAY:
King Alfred and the Shepherd, 176;
Robin Hood and Little John, 291.

FARM CUSTOMS:
King Alfred and the Shepherd, 176.

FATHERS:
Child of Elle, 244;
Cochrane’s Bonny Grizzy, 70;
Erl-King, 86.

FOREST; _see_ GREENWOOD.

FRIENDSHIP:
Royal Court, 353.

GHOST-STORY BALLADS; _see_ HALLOWEEN AND GHOST STORIES.

GIANTS:
Valentine and Ursine, 314.

GOSS-HAWKS:
Gay Goss-Hawk, 218.

GREENWOOD:
Alice Brand, 81;
Birth o’ Robin Hood, 290;
Fairy Tempter, 80;
Robin Hood and Clorinda, 297;
Robin Hood and Little John, 291;
Royal Court, 353;
Song of the Outlaw Murray, 301;
Valentine and Ursine, 314.

HALLOWE’EN AND GHOST STORIES:
Dæmon Lover, 7;
Eve of St. John, 279;
Proud Lady Margaret, 62;
Sir Roland, 265;
Skeleton in Armour, 270;
Sweet William’s Ghost, 276;
Wife of Usher’s Well, 263;
Young Tamlane, 255.

HAUGHTINESS;
_see_ PRIDE AND VANITY.

HAWTHORN:
Fairy Thorn, 87.

HEROISM;
_see_ COURAGE AND HEROISM.

HOLY GRAIL:
Sir Galahad, 348.

HUMOUR:
Ballad of the Oysterman, 164;
Brian o’Linn, 160;
Cinder King, 167;
Dicky of Ballyman, 162;
Frolicksome Duke, 169;
Greeting of Kynast, 74;
King Alfred and the Shepherd, 176;
King James the First and the Tinkler, 173;
Little Billee, 159;
May of the Moril Glen, 138;
Robin Hood and Little John, 291;
Tragic Story, 158.

HUNTING:
Chevy-Chase, 21;
Robin Hood and Clorinda, 297.

JAMES THE FIRST, KING OF ENGLAND:
King James the First and the Tinkler, 173.

KELPIES:
Kelpie of Corrievreckan, 97.

KNIGHTS AND LADIES:
Alice Brand, 81;
Earl Haldan’s Daughter, 58;
Famous Flower of Serving-Men, 65;
Gay Goss-Hawk, 218;
Greeting of Kynast, 74;
Kemp Owyne, 122;
Lady Clare, 59;
Laidley Worm, 148;
Lochinvar, 215;
Lord Lovel, 204;
Proud Lady Margaret, 62.

KUNIGUNDE:
Greeting of Kynast, 74.

KYNAST:
Greeting of Kynast, 74.

LABOUR DAY;
_see_ DEMOCRATIC BALLADS.

LAIDLEY WORMS:
Kemp Owyne, 122;
Laidley Worm, 148.

LITTLE JOHN:
Robin Hood and Little John, 291.

MAGI:
Three Kings, 357.

MAIDS AND LASSIES, BRAVE AND TRUE:
Ballad of Meikle-Mouthed Meg, 32;
Blancheflour and Jellyflorice, 209;
Bonny Baby Livingston, 224;
Cochrane’s Bonny Grizzy, 70;
Lady Clare, 59;
Robin Hood and Clorinda, 297;
Sweet William’s Ghost, 276;
Young Beichan and Susie Pye, 237;
Young Tamlane, 255.

MARTINMAS (NOVEMBER 11):
Wife of Usher’s Well, 263.

MAY DAY OR BELTAN (MAY 1):
Kelpie of Corrievreckan, 97;
The Spell, 254.

MERMAIDS:
Mermaid, 10;
Stormy Winds Do Blow, 2.

MIDSUMMER DAY AND ST. JOHN’S DAY (JUNE 24):
Eve of St. John, 279;
The Spell, 254.

MOORS:
Heart of the Bruce, 333;
Young Beichan and Susie Pye, 237.

MORAL COURAGE:
Barclay of Ury, 341;
Lady Clare, 59;
True Valour, 355.

MOTHERS:
Lady Clare, 59;
Valentine and Ursine, 314;
Wife of Usher’s Well, 263.

MOUNTAIN ASH;
_see_ ROWAN TREE.

MYSTERY BALLADS; _see_ ENCHANTMENT AND MYSTERY; _also_ HALLOWEEN AND GHOST STORIES.

OUTLAWS:
Birth o’ Robin Hood, 290;
Robin Hood and Clorinda, 297;
Robin Hood and Little John, 291;
Song of the Outlaw Murray, 301.

PALMERS; _see_ PILGRIMS AND PILGRIMAGE.

PEACE:
Peace, 356;
Pilgrimage, 351;
Royal Court, 353.

PILGRIMS AND PILGRIMAGE:
Heart of the Bruce, 333;
Pilgrim, 332;
Pilgrimage, 351;
Sir Galahad, 348;
True Valour, 355.

PRIDE AND VANITY:
Earl Haldan’s Daughter, 58;
Greeting of Kynast, 74;
Kelpie of Corrievreckan, 97;
Proud Lady Margaret, 62.

PUNISHMENT;
_see_ RETRIBUTION.

PURITY:
Kilmeny, 101;
Sir Galahad, 348.

QUAKERS:
Barclay of Ury, 341.

RAIDS AND REAVING;
_see_ BORDER BALLADS.

RELIGIOUS BALLADS AND VERSES:
Barclay of Ury, 341;
Heart of the Bruce, 333;
Pilgrim, 332;
Pilgrimage, 351;
Royal Court, 353;
Sir Galahad, 348.

RETRIBUTION:
Belted Will, 47;
Cruelty of Barbara Allen, 201;
Dæmon Lover, 7;
Earl Haldan’s Daughter, 58;
Eve of St. John, 279;
Greeting of Kynast, 74;
Kelpie of Corrievreckan, 97;
Laidley Worm, 148;
Sir Roland, 265.

ROBIN HOOD:
Birth o’ Robin Hood, 290;
Robin Hood and Clorinda, 297;
Robin Hood and Little John, 291.

ROMANCE AND LOVERS:
Alice Brand, 81;
Ballad of Meikle-Mouthed Meg, 32;
Blancheflour and Jellyflorice, 209;
Bonny Baby Livingston, 224;
Child of Elle, 244;
Cruel Sister, 196;
“Earl March Looked on his Dying Child,” 203;
Earl of Mar’s Daughter, 115;
Famous Flower of Serving-Men, 65;
Hynd Horn, 231;
Kelpie of Corrievreckan, 97;
Lady Clare, 59;
Lochinvar, 215;
Lord Lovel, 204;
May of the Moril Glen, 138;
Noble Riddle, 208;
Robin Hood and Clorinda, 297;
Singing Leaves, 131;
Skeleton in Armour, 270;
Sweet William’s Ghost, 276;
Young Beichan and Susie Pye, 237;
Young Tamlane, 255.

ROWAN TREE OR MOUNTAIN ASH:
Fairy Thorn, 87;
Laidley Worm, 148.

SAILORS:
Dæmon Lover, 7;
Little Billee, 159;
Sir Patrick Spens, 3;
Stormy Winds Do Blow, 2.

ST. JOHN’S EVE; _see_ MIDSUMMER DAY AND ST. JOHN’S DAY.

SALEM:
Peace, 356.

SEA BALLADS:
Dæmon Lover, 7;
Earl Haldan’s Daughter, 58;
Fair Anny of Roch-royal, 191;
Heart of the Bruce, 333;
Kelpie of Corrievreckan, 97;
Kemp Owyne, 122;
Laidley Worm, 148;
Little Billee, 159;
Mermaid, 10;
Sands of Dee, 190;
Sir Patrick Spens, 3;
Stormy Winds Do Blow, 2.

SHEPHERDS:
King Alfred and the Shepherd, 176.

SHERWOOD FOREST:
Robin Hood and Clorinda, 297.

SPINDLESTON-HEUGHS:
Laidley Worm, 148.

TAMLANE:
Young Tamlane, 255.

TINKERS:
Frolicksome Duke, 169;
King James the First and the Tinkler, 173.

THREE WISE MEN:
Three Kings, 357.

TRUE THOMAS:
Thomas the Rhymer, 93.

VALENTINE DAY:
Valentine and Ursine, 314. _See also_ ROMANCE AND LOVERS.

VALOUR; _see_ COURAGE AND HEROISM.

VANITY; _see_ PRIDE AND VANITY.

VIKINGS:
Skeleton in Armour, 270.

WITCHES:
Laidley Worm, 148.

WOMANLINESS:
Ballad of Meikle-Mouthed Meg, 32;
Beggar-Maid, 214;
Child of Elle, 244;
Kilmeny, 101;
Singing Leaves, 131.

INDEX OF FIRST LINES

A fair girl was sitting in the greenwood shade, 80

A Man there came, whence none could tell, 347

Ah, what can ail thee, wretched wight, 91

And mony ane sings o’ grass, o’ grass, 290

And now, to be brief, let’s pass over the rest, 173

As I was walking all alane, 114

At eve last Midsummer, no sleep I sought, 254

Bonny Kilmeny gaed up the glen, 101

Brian O’Linn was a gentleman born, 160

Earl March looked on his dying child, 203

Ettrick Forest is a fair forest, 301

Fair Margret was a young ladye, 62

“Get up, our Anna dear, from the weary spinning-wheel,” 87

Give me my Scallop-shell of Quiet, 351

God prosper long our noble King, 21

He mounted his steed of the water clear, 97

Her arms across her breast she laid, 214

Her mother died when she was young, 122

“If thou canst answer me questions three,” 208

In elder time there was of yore, 176

In London was young Beichan born, 237

In Royal Courts my Soul hath slept, 353

In Scarlet Town, where I was bound, 201

It was a tall young Oysterman, 164

It was Earl Haldan’s daughter, 58

It was intill a pleasant time, 115

It was the time when lilies blow, 59

I will tell you of ane wondrous tale, 138

Listen, now, both great and simple, 70

Lord Lovel he stood at his castle gate, 204

Merry it is in the good greenwood, 81

My good blade carves the casques of men, 348

Near the King’s Court was a young child born, 231

Now, as fame does report, a young Duke keeps a Court, 169

O bonny Baby Livingston, 224

“O I forbid ye, maidens a’,” 255

“O Mary, go and call the cattle home,” 190

“O waly, waly, my gay goss-hawk,” 218

“O wha will shoe my fu fair foot,” 191

“O where have you been, my long, long love,” 7

Of Edenhall, the youthful Lord, 135

Oh! heard ye yon pibroch sound sad in the gale, 212

Oh! who rides by night thro’ the woodland so wild, 86

Oh! young Lochinvar is come out of the West, 215

On either side the river lie, 124

On Jura’s heath how sweetly swell, 10

On New Year’s Day, as I heard say, 162

On yonder hill a castle stands, 244

One Friday morn when we set sail, 2

She said, “This narrow chamber is not for me the place,” 74

“Speak! speak! thou fearful guest!” 270

Sweet Peace, where dost thou dwell, I humbly crave, 356

The Baron of Smaylho’me rose with day, 279

The Baron of Thirlwall came from the wars, 47

The good Lord Douglas paced the deck, 333

The King is gone from Bambrough Castle, 148

The king sits in Dunfermline town, 3

The moonbeam glints on tower and hill, 32

The reavers of Eskdale were mounted for weir, 20

There came a ghost to Margret’s door, 276

There lived a sage in days of yore, 158

There lived a wife at Usher’s Well, 263

There was a maid, richly arrayd, 209

There were three sailors of Bristol city, 159

There were two sisters sat in a bour, 196

Three Kings came riding from far away, 357

True Thomas lay on Huntlie bank, 93

Up the streets of Aberdeen, 341

Whan he cam to his ain luve’s bouir, 265

What Danger is the Pilgrim in, 332

“What fairings will ye that I bring,” 131

When Flora ’gins to deck the fields, 314

When Robin Hood came into merry Sherwood, 297

When Robin Hood was about twenty years old, 291

Who is it that sits in the kitchen and weeps, 167

Who would true Valour see, 355

You beautious ladies, great and small, 65

INDEX OF TITLES AND AUTHORS

_With references from titles of other ballad-versions_

Alice Brand, 81

Allingham, Touchstone, 347

Annie Livingston, _see_ Bonny Baby Livingston, 224

Annie of Loch Royan, _see_ Fair Anny of Roch-royal, 191

Aytoun, Heart of the Bruce, 333

Ballad of Meikle-Mouthed Meg, 32

Ballad of the Oysterman, 164

Barbara Allen’s Cruelty, 201

Barclay of Ury, 341

Beggar-Maid, 214

Beichan and Susie Pye, _see_ Young Beichan and Susie Pye, 237

Belle Dame sans Merci, _see_ La Belle Dame sans Merci, 91

Belted Will, 47

Binnorie, _see_ The Cruel Sister, 196

Birth o’ Robin Hood, 290

Blancheflour and Jellyflorice, 209

Bonnie Milldams o’ Binnorie, _see_ The Cruel Sister, 196

Bonny Baby Livingston, 224

Bonny Barbara Allan, _see_ Cruelty of Barbara Allen, 201

Bonny Kilmeny, _see_ Kilmeny, 101

Brian O’Linn, 160

Bunyan, The Pilgrim, 332

Bunyan, True Valour, 355

Campbell, Glenara, 212

Campbell, Song,--Earl March Looked on his Dying Child, 203

Chevy-Chase, _see_ More Modern Ballad of Chevy-Chase, 21

Child of Elle, 244

Cinder King, 167

Cochrane’s Bonny Grizzy, 70

Cruel Sister, 196

Cruelty of Barbara Allen, _see_ Barbara Allen’s Cruelty, 201

Dæmon Lover, 7

Dicky of Ballyman, 162

Earl Haldan’s Daughter, 58

Earl March Looked on his Dying Child, 203

Earl of Mar’s Daughter, 115

Ercildoune, Thomas of, _see_ Thomas the Rhymer, 93

Erl-King, 86

Ettrick Shepherd, Kilmeny, 101

Ettrick Shepherd, May of the Moril Glen, 138

Eve of St. John, 279

Fair Anny of Roch-royal (_same as_ Annie of Loch Royan), 191

Fairy Tempter, 80

Fairy Thorn, 87

Famous Flower of Serving-Men, 65

Ferguson, Fairy Thorn, 87

Frolicksome Duke; or, The Tinker’s Good Fortune, 169

Galloway Raid, 20

Gay, The Spell, 254

Gay Goss-Hawk, 218

Glenara, 212

Goethe, Erl-King, 86

Greeting of Kynast, 74

Grizzy Cochrane’s Ride, _see_ Cochrane’s Bonny Grizzy, 70

Heart of the Bruce, 333

Herbert, Peace, 356

Hind Horn, _see_ Hynd Horn, 231

Hogg, Kilmeny, 101

Hogg, May of the Moril Glen, 138

Holmes, Ballad of the Oysterman, 164

Hunting of the Cheviot, _see_ More Modern Ballad of Chevy-Chase, 21

Hynd Horn, 231

Jolly Goss-Hawk, _see_ Gay Goss-Hawk, 218

Keats, La Belle Dame sans Merci, 91

Kelpie of Corrievreckan, 97

Kemp Owyne (_same as_ Kempion), 122

Kilmeny, 101

King Alfred and the Shepherd, 176

King James the First and the Tinkler, 173

Kingsley, Earl Haldan’s Daughter, 58

Kingsley, Sands of Dee, 190

Kynast, _see_ Greeting of Kynast, 74

La Belle Dame sans Merci, 91

Lady Clare, 59

Lady of Shalott, 124

Lady Turned Serving-Man, _see_ Famous Flower of Serving-Men, 65

Laidley Worm o’ Spindleston-Heughs, 148

Lass of Lochroyan, _see_ Fair Anny of Roch-royal, 191

Leyden, Mermaid, 10

Little Billee, 159

Lochinvar, 215

Longfellow (from Uhland), Luck of Edenhall, 135

Longfellow, Skeleton in Armour, 270

Longfellow, Three Kings, 357

Lord Beichan, _see_ Young Beichan and Susie Pye, 237

Lord Lovel, 204

Lover, Fairy Tempter, 80

Lowell, Singing Leaves, 131

Luck of Edenhall, 135

Mackay, Kelpie of Corrievreckan, 97

May of the Moril Glen, 138

Meikle-Mouthed Meg, _see_ Ballad of Meikle-Mouthed Meg, 32

Mermaid, 10

More Modern Ballad of Chevy-Chase, 21

Noble Riddle, 208

Outlaw Murray, _see_ Song of the Outlaw Murray, 301

Oysterman, Ballad of, 164

Peace, 356

Pilgrim, 332

Pilgrimage, 351

Proud Lady Margaret, 62

Raleigh, Pilgrimage, 351

Robin Hood and Clorinda, 297

Robin Hood and Little John, 291

Royal Court, 353

Rückert, Greeting of Kynast, 74

Sands of Dee, 190

Scott, Alice Brand, 81

Scott, Eve of St. John, 279

Scott, Lochinvar, 215

Sheldon, Belted Will, 47

Singing Leaves, 131

Sir Galahad, 348

Sir Patrick Spens, 3

Sir Roland, 265

Skeleton in Armour, 270

Skipper Patrick, _see_ Sir Patrick Spens, 3

Song: Earl March Looked on his Dying Child, 203

Song of the Outlaw Murray, 301

Spell, 254

Stormy Winds do Blow, 2

Sweet William’s Ghost, 276

Tamlane (or Tamlin), _see_ Young Tamlane, 255

Tennyson, Beggar-Maid, 214

Tennyson, Lady Clare, 59

Tennyson, Lady of Shalott, 124

Tennyson, Sir Galahad, 348

Thackeray, Little Billee, 159

Thackeray, Tragic Story, 158

Thomas the Rhymer (or Thomas of Ercildoune), 93

Three Kings, 357

Tinker’s Good Fortune, _see_ The Frolicksome Duke, 169

Touchstone, 347

Tragic Story, 158

True Thomas, _see_ Thomas the Rhymer, 93

True Valour, 355

Twa Sisters, _see_ The Cruel Sister, 196

Uhland, Luck of Edenhall, 135

Valentine and Ursine, 314

Wee Wee Man, 114

Whittier, Barclay of Ury, 341

Wife of Usher’s Well, 263

Young Beichan and Susie Pye, 237

Young Bondwell, _see_ Young Beichan and Susie Pye, 237

Young Hynd Horn, _see_ Hynd Horn, 231.

Young Lochinvar, _see_ Lochinvar, 215

Young Tamlane, 255

FOOTNOTES:

[1] See Foreword, page vii.

[2] See Acknowledgments, p. xv, and Foreword, p. vii.

* * * * * *

Transcriber’s note:

Italic text is denoted by _underscores_.

Bold text is denoted by =equal signs=.

Obvious printer and scanning errors have been silently corrected.

Inconsistencies in spelling and hyphenation such as
“green-wood/greenwood” have been maintained.

Page 62: “coud” changed to “could”.