midst of their instrumental compositions. I do not recall any case where lines were sung to the closing measures of the compositions.
It might seem odd to some that the grotesque Folk Rhyme should have given rise to comparatively long instrumental music compositions. I think the explanation is probably very simple. The African on his native heath had his crude ancestral drum as his leading musical instrument. He sang or shouted his war songs consisting of a few words, and of a few notes, then followed them up with the beating of his drum, perhaps for many minutes, or even for hours. In civilization, the banjo, fiddle, "quills," and "triangle" largely took the place of his drum. Thus the singing of opening strains and following them with the main body of the instrumental composition, is in keeping with the Negro's inherited law for instrumental compositions from his days of savagery. The rattling, distinct tones of the banjo, recalling unconsciously his inherited love for the rattle of the African ancestral drum, is probably the thing which caused that instrument to become a favorite among Negro slaves.
I would next consider the relation of the Folk Rhymes to Negro child life. They were instilled into children as warnings. In the years closely following
our Civil War, it was common for a young Negro child, about to engage in a doubtful venture, to hear his mother call out to him the Negro Rhyme recorded by Joel Chandler Harris, in the Negro story, "The End of Mr. Bear":
"Tree stan' high, but honey mighty sweet—
Watch dem bees wid stingers on der feet."
These lines commonly served to recall the whole story, it being the Rabbit's song in that story, and the child stopped whatever he was doing. Other and better examples of such Rhymes are "Young Master and Old Master," "The Alabama Way," and "You Had Better Mind Master," found in our collection.
The warnings were commonly such as would help the slave to escape more successfully the lash, and to live more comfortably under slave conditions. I would not for once intimate that I entertain the thought that the ignorant slave carefully and philosophically studied his surroundings, reasoned it to be a fine method to warn children through poetry, composed verse, and like a wise man proceeded to use it. Of course thinking preceded the making of the Rhyme, but a conscious system of making verses
for the purpose did not exist. I have often watched with interest a chicken hen lead forth her brood of young for the first time. While the scratching and feeding are going on, all of a sudden the hen utters a loud shriek, and flaps her wings. The little chicks, although they have never seen a hawk, scurry hither and thither, and so prostrate their little brown and ashen bodies upon the ground as almost to conceal themselves. The Negro Folk Rhymes of warning must be looked upon a little in this same light. They are but the strains of terror given by the promptings of a mother instinct full enough of love to give up life itself for its defenseless own.
Many Rhymes were used to convey to children the common sense truths of life, hidden beneath their comic, crudely cut coats. Good examples are "Old Man Know-All," "Learn to Count," and "Shake the Persimmons Down." All through the Rhymes will be found here and there many stanzas full of common uncommon sense, worthwhile for children.
Many Negro Folk Rhymes repeated or sung to children on their parents' knees were enlarged and told to them as stories, when they became older. The Rhyme in our collection on "Judge Buzzard" is one of this kind. In the Negro version of the