In the progressive study as the title of the book indicates
the usage of words in a manner to intimidate or ridicule has always been a
pleasurable tout, rally and measure to needle, perturb and disconcert an enemy
or give acclaim to either a foe or associate (also known as an ally) with
either disagreeing thoughts or parallelistic agreeable thoughts. As the title of the book indicates, “Heavy
Words Lightly Thrown (The Reason Behind the Rhyme) by Chris Roberts”, words and thoughts are
certainly an intriguing point to give either a foe or ally that they have
started either a rivaling or fighting point and gives rise to upsurging curiosity
and possible mottling anger to be the recipient of mockery or ridicule. The thought that comes uppermost in mind is
what does the rhyme contain and who does it affect and who is it possibly aimed
to sneer at.
In the aspiring event through this lesson the ambiguity of
using words to express hidden messages that may hold contemptuous insults will
be studied throughout this book. What we
thought of as just a jingle or song was indeed a high class way of passing insults
to those they were intended for without gaining the full blast of
responsibility for the continued thrusts and humiliation that it was intended
for. Have you ever wondered what
rhetoric writing is? Well, it is in this
book and the mysterious ways thing are relayed but stay hidden with the verses
bowing to you with austerity, mockery but with mystery as well.
The assignment is to read the book, answer the
questions with emotional feeling and thought and discuss in group formats of
four or more.
By doing so you will develop stimulative comprehension, interpretative
comprehension, and thought comprehension. This is an additional lesson and
teaching session.
Stimulative Comprehension - Consist of stimuli that encourages thought patterns to emerge that facilitate understanding with more comprehension and continuous thought.
Interpretative Comprehension - Consist of taking a thought and becoming more analytical and interpretative of the intent whether clearly versed or hidden and obtaining the intent to keep on.
Thought Comprehension - is the last step in assimilation because it takes in account the stimuli and the reason (interpretative comprehension) and it will facilitate considerable change and expanded thought that allows more understanding and evolved thought patterns.
1. Generate Questions that incorporates using exploratory thought patterns and will allow more concise assimilation.
2. Answers become more broadened, detailed and generate more interactive ability and cognizant ability expands when continuing reading.
3. More ability to be analytical and upgradeable analysis and observational skill will naturally expand as student grows and matures.
4. Summary and conclusionary thought of subject provide assimilative procedures by using the supposedly common tools that are a base but is allowable to be expanded to ensure more accurate reading and entails allowing thought processes to increase.
Stimulative Comprehension - Consist of stimuli that encourages thought patterns to emerge that facilitate understanding with more comprehension and continuous thought.
Interpretative Comprehension - Consist of taking a thought and becoming more analytical and interpretative of the intent whether clearly versed or hidden and obtaining the intent to keep on.
Thought Comprehension - is the last step in assimilation because it takes in account the stimuli and the reason (interpretative comprehension) and it will facilitate considerable change and expanded thought that allows more understanding and evolved thought patterns.
1. Generate Questions that incorporates using exploratory thought patterns and will allow more concise assimilation.
2. Answers become more broadened, detailed and generate more interactive ability and cognizant ability expands when continuing reading.
3. More ability to be analytical and upgradeable analysis and observational skill will naturally expand as student grows and matures.
4. Summary and conclusionary thought of subject provide assimilative procedures by using the supposedly common tools that are a base but is allowable to be expanded to ensure more accurate reading and entails allowing thought processes to increase.
Little Jack Horner
(Little Jack Horner a squatter?)
P. 1
Little Jack Horner
Sat in the corner
Eating his Christmas pie
He stuck in his thumb,
Pulled out a plum
And said “What a good boy I am!”
Directions: Read the segment and
relay as to why Little Jack Horner would perceive himself as rich now and
expound and explain the reasoning behind this and whether Jack Horner was a
squatter?
Looking right and left Little Jack Horner watched with secret glee and
said am I not the master of the play for I am rich beyond my words and still
free as the wind and the bird be a chilled now.
Who is the winner now?
Jack Be Nimble
(Taking Divinity Classes?) P. 7
Directions: Read the segment and
expound as to why Jack should act like this and give your opinion and
thoughts. Is Jack taking divinity
classes? Why is this phrase included as
a question?
Jack be nimble, Jack be quick,
Jack jumped over a candlestick.
Say there Jack and he said back I breeched myself and burnt my
dick. Is this philosophy or a
precautionary tactic in life and business, etcetera?
London Bridge
(It’s falling down) P. 9
Directions: Read the segment and
expound on the London Bridge and whether there is a mystical presence
associated with the bridge? Why are they
contrasting materials to build the bridge?
Is it a test to the bridges safety or a true assertion that the bridge
can only withstand based upon these elements listed? Or is it a test to the character or life of
man? Expound on each line. Question and assert the weakness and
culpability and accessibility to allow greed, malice and thievery to interlope
and become a subjugator in the play.
Bridge to bridge will cover its place, face to face it giggles aplenty
for a man to beware. Handsome Jack gave
her his hand and bent below and said beware and left unknown a tool
undone. Brick by Brick it made its way
to places far and near to unseal the fate of a child’s last days. What do you think the significance of
so-called childish cant that is remarkably called London Bridge is falling
down? Does it have an ulterior purpose
or a hidden meaning?
London Bridge is falling down, falling down, falling down
London Bridge is falling down, my fair lady
Build it up with wood and clay, wood and clay, wood and clay
Wood and clay will wash away, my fair lady.
Build it up with iron bars, iron bars, iron bars.
Iron bars will bend and bow, my fair lady.
Build it up with silver and gold, silver and gold, silver and gold
Silver and gold will be stole away, my fair lady.
Build it up with strongest stone, strongest stone, strongest stone
Strongest stone will last alone, my fair lady
Hark, Hark the Dogs Do Bark
(Who let them out?) P. 15
Directions: Read the segment and
expound on was it the purpose to sick the dogs on beggars? Or does the dogs only bark when beggars come
abegging? Can a beggar also be a woman
in a velvet gown or is it remarkably a jug at the begging royalty that takes
all and leaves nothing for the peasants and all? Or was it coincidental the
dogs bark when the beggars came? Are the
beggars similar to con men or gypsies with a plan to deprive those from their
money by illicit means? Truly can a
beggar be of the royal class?
Hark, hark, the dogs do bark,
The beggars are coming to town;
Some in rags,
And some in jags,
And one in a velvet gown
Rub-a-Dub-Dub
(Fancy a rub-a-dub, then, matey?)
P. 20
Directions: Read the segment and
expound on does this rhyme point directly at homosexuality of men or women with
unspoken criticism? Or does it indeed
skirt the issue of gay participants by using double entendres that can be used
to pardon the supposed encroaching or levity or does this rhyme indicate who is
thought of as foul, shocking and unbelievable as to the state of each providing
a service that fixates a position in society and a price for services that cannot
be changed. Or are they closeted for
some reason in some secret rendezvous that is highly scandalous or is secretly
applauded and far from being boring but remarkably comes out with
mind-engineering jealously.
Rub-a-dub-dub,
Three men in a tub,
And how do you think they got there?
The butcher, the baker, the candlestick-maker,
They all jumped out of a rotten potato,
‘Twas enough to make a man stare,
Hey! Rub-a-dub! Ho! Rub-a-dub! Three maids in a tub,
And who do you think were there?
The butcher, the baker, the candlestick-maker,
And all of them gone to the fair!
Goosie, Goosie, Gander
(Saucy geese?) P. 23
Directions: Read the segment and
expound on does this rhyme of whether the Goosie has determined that cheating
was indeed a playing point in this remarkably simple outpouring of rage, hate
and realization for his boldness and lack of remorse caused a catalyst effect
if taken as read. But if written to
direct criticism and to keep the hits directed ambiguous does the state of
“Goose” which is equivalent to prostitute and in trade language “to be bitten
by a goose” with relation to goose bumps also afflicts the wealthy to
impoverish. The Geese (prostitutes) were
thrown from brothels and roamed everywhere and caused bitter fighting and
countless impromptu intimate liaisons with consequential spread of
disease. But the good-time girls and the
tomcats continued more on a discreet beat until a reassemblage around the
Covenant Gardens (theatre districts).
What is Cromwell’s Commonwealth?
What happened during this time to the brothels? What was flaming hot and everywhere even in a
“lady’s chamber”? Why was it rumored
that Henry VIII had the pox? What does
“left leg” mean to you? The book refers
to “left leg” as? Please expound upon
and discuss. Where were prostitutes
buried at? Why? Does the burial spot still exist or has it
and the graves been desecrated and the space used for something else? If so, what is the value of burial space for
a prostitute? Did her life matter?
Goosie, goosie, gander,
Where shall I wander?
Upstairs and downstairs,
And in my lady’s chamber.
There I met an old man,
Who wouldn’t say his prayers.
So I took him by the left leg,
And threw him down the stairs.
Humpty-Dumpty
(Piecing together the story) P.
27
Directions: Read the segment and
expound on does this rhyme Humpty-Dumpty brings forth an image of humorous
context or is it used as an allegory in humorous relayance? Why do you think Humpty-Dumpty can be used as
an association with pregnancy and change in life? What is a motif? Do you perceive that the human evolution to
involve a fragility of life with conditional pitfalls that affect the human
condition? What exactly is
Humpty-Dumpty? Why did Humpty-Dumpty
explode and fall to pieces? What was the
metal composition and does it take special training to use it? Do you feel that there is a state of mockery
against the King? Who was the King at
this time?
Humpty-Dumpty sat on a wall,
Humpty-Dumpty had a great fall,
All the King’s horses and all the King’s men,
All the King’s horses and all the King’s men,
Couldn’t put Humpty together again.
Sing a Song of Sixpence
(Who ate all the pie?) P. 30
Directions: Read the segment and
expound on the rhyme was the song worth sixpence or an invaluable documentation
of who told all was the names of 4 and 20 blackbirds (aka clergymen)? Where do you the names of the 4 and 20
blackbirds were? Indeed, secrets of
secrets was the message in a pie and when taken from the pie who song the
loudest was a smile on the King’s face of glee and pleasure.
The maid of Anne Boleyn had a mouth that spoke too much and how she was
threatened to keep her quiet? Who did
the blackbirds try to bribe? Who
received all of Anne Boleyn’s monies?
Why was she accused of witchcraft?
What was Queen Catherine’s position in this repast of famine? What indicates her position vs The Maid (Ann
Boleyn) position? Did Henry VIII
consummate any agreement (contractual) with her or have a sexual relationship
with her? Who benefited the most for her being removed in this interesting sweet plowing of the field?
Sing a song of sixpence
A pocket full of rye,
Four and twenty blackbirds,
Baked in a pie.
When the pie was opened,
The birds began to sing,
Now, wasn’t that a dainty dish
To set before the King?
The King was in his counting house,
Counting out his money.
The Queen was in the parlour,
Eating bread and honey.
The maid was in the garden,
Hanging out the clothes.
When along came a blackbird,
And snipped off her nose!
Mary, Mary, Quite Contrary
(Bloody Mary, anyone?) P. 33
Directions: Read the segment and
expound on the rhyme was this Mary Tudor(Mary 1) a pious religious woman? Or a woman of a cantankerous and mean
nature? Is it possible that this garden
was her state of being and her life? Or
was this garden a symbolization of those dead for crossing her or has the same
garden increased in size as the bloody assault levied against the Protesants
grew and grew. Laughing with cruelty the
silver bells could be her and women who crossed her and the cockle-shells could
be associated with cockholded husbands.
Why do you think the Third Act of 1544 bypassed Lady Jane’s in the right
of progression to the throne but allowed Lady Jane Grey be a succeeder? Interesting isn’t it that Catherine of Aragon
died in childbirth and therefore her and her heir was removed in one swipe and
who do you think planned all of this? Do
you think Lady Jane Grey was executed for her intelligence as well as being a
humanist? Do you think she tried to
leave a message that she did not accept the throne by signing a false name and
wants someone to appease and placate her by correcting the historical record
that she was set up and murdered for just being in the royal line? Who do you
think hated the royal bastard and all his seed?
Mary, Mary, quite contrary,
How does your garden grow?
With silver bells, and cockle shells,
And pretty maids all in a row.
Mistress Mary, Quite contrary,
How does your garden grow?
With Silver Bells, And Cockle Shells,
Sing cuckolds all in a row.
Three Blind Mice
(A short tale?) P. 37
Directions: Read the segment and
expound on the rhyme Three Blind Mice and the consequential play and results
that occurred. Who were the two blind
men that are associated with this rhyme and what happened to them and what was
their crime? Why do you think they
referred to Queen Mary in this play?
Three blind mice,
Three blind mice,
See how they run!
See how they run!
They all ran after the farmer’s wife,
Who cut off their tails with a carving knife,
Did you ever see such a thing in your life?
As three blind mice.
Baa, Baa, Black Sheep
(A child’s guide to taxation) P. 41
Directions: Read the segment and
expound on the rhyme Baa, Baa, Black Sheep and the significance of wool in the
play of commerce and the interstate passage of monies equally between the three
(the king, the “dame” representing the church and the third the “little boy”
also known as the local “master”.
Baa, baa, black sheep, have you any wool?
Yes, sir, yes, sir, three bags full.
One for the master, one for the dame,
And one for the little boy who lives down the lane.
Grand Old Duke of York
(So good they associated it twice) P. 44
Directions: Read the segment and
expound on the rhyme Grand Old Duke of York and relay an interpretation of the
up and down and the interplay of what is happening in this interlude. Is it possible this is a rude awakening to
someone’s supposed expertise in waging war?
Oh, the grand old Duke of York,
He had ten thousand men.
He marched them up to the top of the hill,
And he marched them down again,
And when they were up, they were up.
And when they were down, they were down.
And when they were only halfway up,
They were neither up nor down.
A Frog He Would a-Wooing Go
(Relationship rhymes) P. 49
Directions: Read the segment and
expound on three rhymes (interplay between a man and two women and his
consequential leaving of his mother, the next is the effect of a bad marriage,
and lastly awooing of a woman with curly hair.). Write what impresses you about the subtleties
of each rhyme.
Where have you been to, Billy my son?
Where have been to, my only one?
I’ve been a-wooing mother, make my bed soon,
For I’m sick at heart and would love to lie down.
What have you ate today, Billy my son?
What have you ate today, my only one?
I’ve ate eel pie mother, make my bed soon,
For I’m sick at heart and shall die before noon.
**********
Tommy Trot, man of law,
Sold his bed and lay on straw,
Sold the straw and slept on grass,
To buy his wife a looking glass.
Scissors and string, scissors and string,
When a man is single he lives like a king.
Needles and pins, needles and pins,
When a man marries his troubles begin.
**********
Curly locks, curly locks,
wilt though be mine?
Thou shalt not wash dishes nor yet feed the swine,
But sit on a cushion and sew a fine seam
And feed upon strawberries, sugar and cream.
Ladybird, Ladybird
(Disaster warning?) P. 56
Directions: Read the segment and
expound on the pan-European rhyme that have attributable facets of danger and
sinister calling. The remarkable little
beetle who brings us much surprise is touted for its beauty, good fortune and
is always a welcome sight.
Ladybird, ladybird,
Fly away home.
Your house is on fire,
And your children all gone.
Oranges and Lemons
(A swift tour of London?) P. 60
Directions: Read the segment and
expound on and interpret the interplay of conversation in the rhyme and explain
the reasoning behind it.
Oranges and lemons,
Say the bells of St. Clement’s
You owe me five farthings,
Say the bells of St. Martin’s.
When will you pay me?
Say the bells of Old Bailey.
When I grow rich,
Say the bells of Shoreditch.
When will that be?
Say the bells of Stepney.
I’m sure I don’t know,
Says the great bell at Bow.
Here comes a candle to light you to bed.
Here comes a chopper to chop off your head.
Chop, chop, chop.
Tweedledum and Tweedledee
(Handbags at ten paces?) P. 65
Directions: Read the segment and
expound on and interpret the rhyme and relay what caused the altercation
between Handel and Bononcini briefly.
Also, give your thought as to who is the better composer in your
opinion.
Tweedledum and Tweedledee
Agreed to have a battle,
For Tweedledum said Tweedledee
Had spoiled his nice new rattle.
Just then flew down a monstrous crow,
As big as a tar barrel,
Which frightened both the heroes so,
They quite forgot their quarrel.
William and Mary, George and
Anne
(I coulda been a pretender) P. 67
Directions: Read the segment and
expound on and interpret the rhyme and the consequential change of
circumstances that occurred for a brother who was publically humiliated by his
kindred. But who showed heroic posture
was whom and how briefly.
William and Mary, George and Anne,
Four such children had never a man,
They put their father to flight and shame,
And called their brother a shocking bad name
Georgy Porgy
(Doesn’t sweat much, for a fat lad) P. 71
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this do for
others who have weight disadvantages like Georgy Porgy? Is Georgy normal to like girls? Why did Georgy run away? Why do you think the girls cried when Georgy
kissed them? Is there an assumption that
Georgy eats a lot of high calorie deserts?
Georgy Porgy pudding and pie,
Kissed the girls and made them cry.
When the boys came out to play,
Georgy Porgy ran away.
As I Was Walking o’er Little
Moorfields
(A few stops beyond Barking?) P. 77
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you? Do you believe that it is
parallel and is indicative that something is rotten in Bedlam? Is the enjoyment of the afflicted really
indicative of gentle, kind spirits or gleeful treasure to be amused at and
subtlety victimized by exaggerated cringing and mimicking?
As I was walking o’er little Moorfields,
I saw St. Paul’s a-running on wheels,
With a fee, fo, fum.
Then for further frolics I’ll go to France,
While Jack shall sing and his wife shall dance,
With a fee, fo, fum.
Elsie Marley Is Grown So Fine
(By ‘eck, pet!) P. 82
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you? Is she a successful
businessperson? Does she have a good
head on her shoulders?
Elsie Marley is grown so fine,
She won’t get up to serve her swine,
But lies in bed till eight or nine,
And surely she does take her time.
And do you ken Elsie Marley, honey?
The wife that sells the barley honey?
She lost her pocket and all her money.
Aback o’ the bush in the garden, honey.
Elsie Marley wore a straw hat,
But now she’s got a velvet cap,
She may thank the Lambton lads for that,
Do you ken Elsie Marley, honey?
Elsie keeps rum, gin and ale,
In her house below the date,
Where every tradesman up and down,
Does call to spend his half a crown.
Yankee Doodle
(American graffiti) P. 87
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you?
Yankee Doodle came to town,
Riding on a pony.
He stuck a feather in his cap,
And called it macaroni.
London’s Burning
(Dial 999*) P. 92
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you?
London’s burning, London’s burning,
Fetch the engines, fetch the engines,
Fire! Fire! Fire! Fire!
Pour on water, pour on water.
Baby Love, My Baby Love
(A quiet word about lullabies) P. 97
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you?
Rock a bye, baby, in the treetop,
When the wind blows the cradle will rock,
When the bough breaks the cradle will fall,
And down will come baby, cradle and all.
Turn Again, Whittington
(Paved with gold?) P. 103
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you?
Turn again, Whittington, thou worthy citizen,
Turn again, Whittington, Lord Mayor of London.
Make your fortune, find a good wife,
You will know happiness all through your life.
Turn again, Whittington, thou worthy citizen,
Turn again, Whittington, thrice Mayor of London.
Ding Dong Bell
(Cat in well’s chance?) P. 109
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you?
Ding dong bell,
Pussy’s in the well.
Who put her in?
Little Johnny Green.
Who pulled her out?
Little Tommy Stout.
What a naughty boy was that,
To try to drown poor pussy cat,
Who never did him any harm,
And killed the mice in his father’s barn.
Here We Go Round the Mulberry
Bush
(Push, push, in the bush) P. 113
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you? Is there a sexual enigma
secretly hidden in this rhyme?
Here we go round the mulberry bush,
The mulberry bush, the mulberry bush,
Here we go round the mulberry bush,
On a cold and frosty morning.
This is the way we wash our hands,
Wash our hands, wash our hands,
This is the way we wash our hands,
On a cold and frosty morning.
This is the way we wash our clothes,
Wash our clothes, wash our clothes,
This is the way we wash our clothes,
On a cold and frosty morning.
This Old Man
(A proper paddy?) P. 117
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you?
This old man, he played one,
He played knick-knack with his thumb,
With a knick-knack, paddy whack,
Give the dog a bone,
This old man came rolling home.
This old man, he played two,
He played knick-knack with my shoe,
With a knick-knack, paddy whack,
Give the dog a bone,
This old man came rolling home.
This old man, he played three,
He played knick-knack on my knee,
With a knick-knack, paddy whack,
Give the dog a bone,
This old man came rolling home.
Remember, Remember
(Penny for them?) P. 121
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you? Does something remind you of an
old saying in the parenthesis above?
Remember, remember the fifth of November,
Gunpowder, treason and plot.
There is no reason why gunpowder and treason,
Should ever be forgot.
Guy Fawkes, Guy Fawkes, ‘twas his intent,
To blow up the King and the Parliament.
Three score barrels of powder below,
Poor old England to overthrow.
By God’s providence he was catch’d
With a dark lantern and lighted match
Holler Boys, holler boys, make the bells ring,
Holler boys, holler boys, God save the King.
Animals in Nursery Rhymes
(Pigs in wigs) P. 127
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you? Do you think it has too much
cruelty in it to relay it to a child?
Hush-a-bye, baby, don’t you cry, go to sleep, you little baby,
When you wake you shall have all the pretty horses,
Blacks and bays, dapple and grays, coach and six little horses.
Hush-a-bye, baby, don’t you cry, go to sleep, you little baby,
Way down yonder in the meadow lies poor little lambie,
The bees and the butterflies pecking out his eyes,
The poor little thing cries Mammie.
Who Killed Cock Robin?
(Where have all the sparrows gone?) P. 137
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you? Discuss the two theories
associated with this rhyme (The first relates to the downfall of Britain’s
first true Prime Minister and the first to reside at 10 Downing Street, Robert
Walpole and the second relates to the demise of the Norse god of hair loss,
Baldur.).
Who killed Cock Robin?
I, said the sparrow, With my bow and arrow,
I killed Cock Robin.
Who saw him die?
I, said the fly, With my little eye,
I saw him die.
Who caught his blood?
I, said the fish, In my little dish,
I caught his blood.
Who’ll make the shroud?
I, said the beetle, With my thread and needle,
I’ll make the shroud.
Who’ll dig his grave?
I, said the owl, With my pick and shovel,
I’ll dig his grave.
Who’ll be the parson?
I, said the rook, With my little book,
I’ll be the parson.
Who’ll be the clerk?
I, said the lark, If it’s not in the dark,
I’ll be the clerk.
Who’ll carry the link?
I, said the linnet, I’ll fetch it in a minute,
I’ll carry the link.
Who’ll be chief mourner?
I, said the dove, I mourn for my love,
I’ll be chief mourner.
Who’ll bear the pall?
We said the wren, Both the cock and the hen,
We’ll bear the pall.
Who’ll sing a psalm?
I, said the thrush, As she sat on a bush,
I’ll sing the psalm.
Who’ll toll the bell?
I, said the bull, Because I can pull,
I’ll toll the bell.4
All the birds of air fell a sighing and a sobbing,
When they heard the bell toll for poor Cock Robin.
Little Boy Blue
(Using or Losing your head?) P. 145
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you?
Little boy blue
Come blow your horn.
The sheep’s in the meadow.
The cow’s in the corn.
But where is the boy
Who looks after the sheep?
Under the haystack,
Fast asleep.
Will you wake him?
No, Not I,
For if I do
He’s sure to cry.
Jack and Jill
(Want some Jack and Jills?) P. 149
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you? Do you feel that there is a
sexual insinuation in this rhyme or that a sexual liaison had occurred?
Jack and Jill went up the hill,
To fetch a pail of water.
Jack fell down and broke his crown,
And Jill came tumbling after.
Up Jack got and home did trot,
As fast as he could caper.
He went to bed to mend his head,
With vinegar and brown paper.
Then Jill came in and she did grin,
To see Jack’s paper plaster.
Her mother whipped her, across her knee,
For laughing at Jack’s disaster.
Taffy was a Welshman
(Land of my fathers) P. 154
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you? Also, expound on the deliberate
extinction of the Welsh language and why briefly.
Taffy was a Welshman, Taffy was a thief
Taffy came to my house and stole a piece of beef.
I went to Taffy’s house, Taffy wasn’t in,
So I jumped upon his Sunday hat and poked it with a pin.
Taffy was a Welshman, Taffy was a sham,
Taffy came to my house and stole a leg of lamb.
I went to Taffy’s house, Taffy was away,
So I stuffed his socks with sawdust and filled his shoes with clay.
Taffy was a Welshman, Taffy was a cheat,
Taffy came to my house and stole a piece of meat.
I went to Taffy’s house, Taffy wasn’t there,
So I hung his coat and trousers to roast before the fire.
Ring-a-Ring O’Roses
(One everyone knows) P. 159
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you? Why do you think there is an
association with the Black Death with this rhyme?
Ring-a-ring o’roses,
A pocketful of Posies,
Atish-oo! Atish-oo!
We all fall down!
Ride a Cock Horse to Banbury
Cross
(It’s the getting there that counts) P. 163
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you?
Ride a cock horse to Banbury Cross,
To see a fine lady upon a white horse.
With rings on her fingers and bells on her toes,
She shall have music wherever she goes.
Lucy Locket
(Kitty Fisher, now she’s a sort) P. 166
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you? Do you believe Lucy’s unfortunate bad luck helped Kitty
decide what she wanted to do in her life?
Lucy Locket lost her pocket
Kitty Fisher found it
Not a penny was there in it
But a ribbon round it.
Pop Goes the Weasel
(Would you Adam & Eve it?) P. 169
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you?
Half a pound of tuppenny rice,
Half a pound of treacle,
That’s the way the money goes,
Pop! goes the weasel.
Johnny’s got the whooping cough,
And Mary’s got the measles.
That’s the way the money goes,
Pop! goes the weasel.
Up and down the City Road,
In and out the Eagle.
That’s the way the money goes,
Pop! goes the weasel.
A penny for a ball of thread,
Another for a needle,
That’s the way the money goes,
Pop! goes the weasel.
All around the cobber’s bench
The monkey chased the people.
The donkey thought ‘twas all in fun,
Pop! goes the weasel.
All around the mulberry bush
The monkey chased weasel.
The monkey thought ‘twas all in fun.
Pop! goes the weasel.
Jack Spratt
(The odd couple) P. 175
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you?
Jack Spratt could eat no fat,
His wife could eat no lean.
And so betwixt them both,
They licked the platter clean.
See Saw Marjorie Daw
(wages of sin?) P. 178
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its composition. What does this rhyme imply to you?
See saw, Marjorie Daw,
Johnny shall have a new master,
Jacky shall have but a penny a day,
Because he can’t work any faster.
Old King Cole Was a Merry Old Soul
(Pipe and slippers)
Directions: Read the segment and
expound on and interpret the rhyme and the reasoning about its
composition. What does this rhyme imply
to you?
Old King Cole was a merry old soul,
And a merry old soul was he.
He called for his pipe,
And he called for his bowl,
And he called for his fiddlers three.
Every fiddler he had a fiddle,
And a very fine fiddle had he.
Oh there’s none so rare,
As can compare,
With King Cole and his fiddlers three.
