Tag Archives: rhyme

3 6 9 the goose drank wine

Nationality: United States
Age: 20
Occupation: Student
Residence: Seattle, WA
Performance Date: 04/12/2021
Primary Language: English

BACKGROUND: My informant, AC, was born in the US and attended boarding school in NH. AC was very active in theater and this rhyme was something that the drama department would chant before a few other students brought to their attention that it was less light-hearted than it seemed.

CONTEXT: This piece is from a conversation with my friend where we talked about our time at boarding school.

THE RHYME: Three, six, nine, the goose drank wine. The monkey chewed tobacco on the streetcar line. The line broke. The monkey got choked. And they all went to heaven in a little rowboat!

AC: Yeah — we used to chant it like, before every show for good luck. I don’t really know where we got that from but like basically I was taught it from all the older [theater] kids and I guess they got it from the people before. But I think it might be a song or something, like there’s more words.

Me: And when did you stop [the chant]?

AC: Well um, I know you already know, some people pointed out the chant might have some racist undertones. Like the monkey that got choked on the line could be — it’s almost representative of a lynching of a black person. So yeah, we don’t use that chant anymore.

THOUGHTS: This rhyme is interesting to me because as someone who also briefly did theater in high school, I would watch other students chant this backstage before a show to get pumped up. I never really knew why this was what they chanted, it seemed completely unrelated to theater, but people seemed to really like its bouncy quality. The interpretation of the song as a slave allegory makes some sense to me. “The monkey” being a racist term for a black man and the rest of the rhyme details how the man minds his business on a streetcar until he is lynched and sent to Heaven. Some students disputed the racial interpretation of the rhyme, dismissing it as harmless. But based on the tumultuous history of the school — having been built from slave labor — I wouldn’t be surprised if that interpretation held some truth.

Find a Penny, Pick It Up and All Day You’ll Have Good Luck

Nationality: American, Ancestral: Scottish and Germanic
Age: 22
Occupation: Student
Residence: Scotland
Performance Date: 04/27/2021
Primary Language: English
Language: Chinese

Main Content:

M: Me I: Informant

I: It’s like Find a penny pick it up and all day you’ll have good luck. Is that like folklore?

M: Yup that’s good!

I: I did that constantly.

M: Now was that something that you learned from other kids or did that come from um your family?

I: Um definitely my family, my parents. They’d be like “Op, penny!” Sometimes my dad would drop pennies just so I could pick them up and have good luck. I loved it.

M: That’s so cute! Um is there, does the penny, I think I remember, the penny has be head up, right?

I: Oh there’s something like that, but I never cared *laughs*

M: *laughs*

I: Free money!

Context: This is something that she learned from her father. Everytime she sees a penny she still picks it up and feels as though it brings her luck. It also is a sweet reminder of her dad. This phrase though is very American in its ideals. Rhyming sayings like this are funny for people to learn/ regurgitate and lift spirits.

Analysis: Rhyming sayings, otherwise known as proverbs, like this are a good means of transferring ideas as the rhyming device makes it easy to remember and delivers the thought eloquently. I stated earlier that I thought that this speech was innately American and I even conferred with my Norwegian friend who agreed that while finding money on the ground is considered lucky- it’s considered lucky because you found money, not so much for any other purpose. Whereas with this saying, we have to recognize the focus on “free money!” And how reflective that is of the values of the United States. Traditionally the American view is that you work and struggle to earn your money and that is something that is difficult, but people that pride in that. Additionally, we know that this phrase goes beyond simply luck because they found money on the floor as the penny is relatively worthless and literally cost more to produce than its worth.

Step on A Crack, Break Your Mama’s Back

Nationality: American
Age: 56
Occupation: Business Owner
Residence: USA
Performance Date: 04/28/2021
Primary Language: English

Main Content:

M: Me, I: Informant

I: I don’t walk on cracks on sidewalks

M: You don’t walk on the sidewalks. How come you don’t walk on sidewalks?

I: If I walk on a gridded

M: On the cracks on the sidewalk. Yeah why don’t you walk on the cracks

I: I don’t know. Step on a crack, break your momma’s back. You’ve never heard that saying?

M: I have but for the purpose of this I need it *laughing*

I: I think that’s why. I don’t know is the answer. I really don’t know. It’s bad luck. It’s bad luck.

M: It’s bad luck. But to you, is that actually going to happen or no? Do you believe it to be true or is it just that not that your mom’s back will be broken but that something bad is going to happen.

I: I think I do it half for entertainment. 

M: Uh-huh (agreeing)

I: I don’t think deep down inside I believe something bad is going to happen, but I don’t want to take the chance so I just step over the crack.

Context: My informant learned this as a child and while he may have taken it more seriously back then, it still is a part of his life many years later, just in a slightly different way.

Analysis: I think that it is significant to note that he says deep down he does not believe anything bad is going to happen and yet he still avoids sidewalk cracks to ‘not take the chance.’ This is very common with American superstitions as coming from a country that values science and logic so much, you’d think these would all be rejected giving their lack of evidence. However, we must remember that these aren’t based on science or evidence, but rather group belief. While many people would admit that they don’t truly believe in the superstition, they still choose not to run the risk And may even be entertained by it. This is how I think the logical side of our brain makes peace with the emotional side of our brains. Asserting that you don’t believe it appeases the logical side, but still avoiding the cracks just in case appeases the emotional side.

Miss Mary

Nationality: American
Age: 18
Occupation: Student
Residence: Chicago, IL
Performance Date: May 2nd, 2021
Primary Language: English

Background

The informant, Chase, is the brother of the interviewer. She grew up in Chicago, Illinois where he currently resides. 

Context

Chase tells the interviewer about a childhood rhyme they would sing on the playground.

Transcript 

“So this rhyme you would sing to your friends on the playground. It was always funny as kids because the words sound like they are about to be swear words, but then they are not. So no adults could get you in trouble for saying them because you didn’t actually say them. I learned it from you [interviewer] who learned it from our older cousin, Jordan.

The rhyme goes like this: ‘Miss Mary had a steamboat, Her steamboat had a bell. Miss Mary went to heaven, Her steamboat went to… Hell-o operator, give me number nine. If you disconnect me, I’ll kick you in the… Behind the refrigerator, there was a piece of glass.

Miss Mary sat upon it, and broke her little… Ask me no more questions, tell me no more lies.

The cows are in the pasture, eating chocolate pies, pies, pies. Miss Mary went to London, Miss Mary went to France. A french man pulled down Miss Mary’s underpants, pants, pants.’

I told all of my friends who thought it was the funniest thing. We would sing it all the time on the playground.

Thoughts

This is a very funny rhyme for kids. It is interesting how vast children’s folklore is and how quickly it can travel. My cousin who taught this to me is from Kentucky. All it took was one visit for Thanksgiving, and suddenly a rhyme kids in Kentucky sing made it all the way to a playground in Chicago.

Dutch/Tulip Festivals Supporting Schools in Redlands, California (and Related Rhyme/Song)

Nationality: Dutch American
Age: 85
Occupation: Retired Teacher
Residence: Bay Area, California
Performance Date: April 27th, 2021
Primary Language: English

Informant Context:

Meryl is a descendent of Dutch immigrants who immigrated to America around the 1850s. After living in Michigan, she relocated to Redlands, California, where she attended and later taught at a school supported by the Christian Reformed Churches in the area. The school held annual Dutch/Tulip Festivals as fundraisers. Meryl participated in these festivals as a student. She went on to teach her students the associated songs, skits, etc. while working there.

The interviewer spoke with Meryl over the phone.

Transcript:

MERYL: So I grew up in Redlands—Redlands Christian School, attended um… Christian Reformed Church is where I—was where my parents went, and in Redlands there are two Christian Reformed Churches, one Reformed Church, and one Protestant Reformed Church, which is a little more on the Dutch, th—Dutch side. Uh, the Protestant Church also had a school. And so… Redlands… and I went to the Christian School there, and… all supported Red— of all those churches, the four churches, uh… supported the Redlands Christian School. Still do. And there were many Dutch background people, so they, um… in order to support the school they started having—I don’t know just when it started, but—uh, started having Dutch festivals. And I remember, uh, singing little songs, and… heh… at the, at the Dutch festivals. Um… and then, later I taught ‘em to… to… th—the kids that I was teaching. [rustles pages, reading] Um… many… let’s see… many Dutch background people had Tu—Tulip festivals to raise money for the school. ‘Cause they… [unintelligible] always need money. Um…

INTERVIEWER: What would the songs be about? 

MERYEL: Well, let’s see… Well, first of all they had all the… the chorale—you know, they’re kind of like *chorale*—they’re [unintelligible] you know, half notes. [rustles pages] And uh… other songs. But it… the for Tulip Festival. I taught my kids this one little ditty that… [begins laughing] Heh-heh! It was—let’s see, it was… [begins speaking in rhythm (no melody), puts on an accent (t’s and th’s become d’s)]

“Katrina, my darling,

Come sit by my side 

And I’ll told you some things 

That will open your eyes—eyes [unintelligible]

I love you so much 

[Bette(?)]… w—with the love that I got,

That I want… and I’m going to ask you, “Won’t you be my *frau*?”

Frau is like… um, [unintelligible]. She would sing—the girl would sing: [resumes]

Why [seen(?)] yourself, Charlie 

To speak out like that 

Although it is nice what you say, 

And I love you so much with the love that I got

That I’ll be your frau right away.

Oh, ja! [thought that was(?)] fine, 

Char—Katrina, she told me she’s going to be mine… 

And, you know, that’s the chorus. Yeah, heh—*anyway*… and the kids would sing. I taught that to my… my 4th graders later. Um… anyway… 

INTERVIEWER: Did you teach at the same school?

MERYL: Uh, yeah, I’m getting to that. [laughs] Y—Y—let’s see… [if(?)] I can read it [reading] all—so all these churches, these four churches, supported the Redlands Christian School. Many Dutch background people… uh… had, had decided to have a Tulip Festival to bring in money for the school, ‘cause the schools always need money. And uh… so they, uh, they… the *women* mainly, got together [laughs softly], And um… k—kinda started when, when I was in school there. And it’s been kind of a tradition. And later, um… it was still going on when I taught there. Um… they had um… they had uh, uh… dishes of, *food* dishes, and cookies, and all kinds of stuff that was Dutch, and the kids would dress up, or… in uh, long skirts and wear, uh, Dutch—gif you had Dutch shoes, the wooden shoes…

INTERVIEWER: Clogs?

MERYL: [Me and(?)] my parents, they sent for some Grand Rapids, Michigan, where they have… uh, and Holland, Michigan, where they have more Tulip Festivals and… a lot of tulips in Holland. 

INTERVIEWER: Right, so… that’s what I was going to ask. So this specific one that you’re talking about is just the Redlands one, but I was…

MERYL: [Yes(?)]

INTERVIEWER: I was going to ask you are there other ones? 

MERYL: Oh, [yeah(?)]

INTERVIEWER: Other Tulip Festivals around the US? And it sounds like Holland Michigan, there are…

MERYL: Yeah, yeah… and [El Far(?)] California, they have a—a lot of Dutchman there too. 

INTERVIEWER: And they have similar festivals and everything.

MERYL: Yes. The Christian schools do.

INTERVIEWER: But this one was… 

MERYL: Yeah, they… they kind of support the Dutch background. 

INTERVIEWER: Oh, so—so it’s always attached to a school, it sounds like? It’s less of like… like a… 

MERYL: Yeah, it’s—it’s mainly I th—uh, yeah it kind of supports the schools. Helps to support the schools. Uh… Dutch costumes, [rustles papers] and wooden shoes… the wooden shoes are very uncomfortable.

INTERVIEWER: [laughs]

MERYL: You wear about three pairs of socks inside ‘em just so… so you don’t get blisters. I had some. I don’t know where they went. Heh-heh… 

INTERVIEWER: [joins laughing]

MERYL: *Anyway*… 

Informant Commentary:

Meryl mainly connected these festivals to the religious and educational institutions they supported financially. The generations through which this folk practice is passed are not familial generations or ethnic ones, but rather teacher to student generations. Meryl occupied both of those roles, as a student who later became a teacher. The Dutch/Tulip Festivals are also sites of other folklore such as folk songs and folk food, similarly passed down using highly intentional means, for a specific purpose, in a designated classroom setting.

Analysis:

This tradition is an interesting one, mainly because it employs folklore as a means to fundraise for an institution. This conflicts with the usual role of folklore as a set of artistic practices coming into being and perpetuating outside of institutions. The folklore invoked by these festivals (clogs, traditional dress, songs, etc.) likely came about that way too, but were given a new purpose and a new folk group by these majority Dutch churches and schools.