Songs Of Education: I. History

By Gilbert Keith Chesterton

Ballad
Form 991785, Sub-Section D     The Roman threw us a road, a road,     And sighed and strolled away:     The Saxon gave us a raid, a raid,     A raid that came to stay;     The Dane went west, but the Dane confessed     That he went a bit too far;     And we all became, by another name,     The Imperial race we are. Chorus     The Imperial race, the inscrutable race,     The invincible race we are.     Though Sussex hills are bare, are bare,     And Sussex weald is wide,     From Chichester to Chester     Men saw the Norman ride;     He threw his sword in the air and sang     To a sort of a light guitar;     It was all the same, for we all became     The identical nobs we are. Chorus     The identical nobs, individual nobs     Unmistakable nobs we are.     The people lived on the land, the land,     They pottered about and prayed;     They built a cathedral here and there     Or went on a small crusade:     Till the bones of Becket were bundled out     For the fun of a fat White Czar,     And we all became, in spoil and flame,     The intelligent lot we are. Chorus     The intelligent lot, the intuitive lot,     The infallible lot we are.     O Warwick woods are green, are green,     But Warwick trees can fall:     And Birmingham grew so big, so big,     And Stratford stayed so small.     Till the hooter howled to the morning lark     That sang to the morning star;     And we all became, in freedom's name,     The fortunate chaps we are. Chorus     The fortunate chaps, felicitous chaps,     The fairy-like chaps we are.     The people they left the land, the land,     But they went on working hard;     And the village green that had got mislaid     Turned up in the squire's back-yard:     But twenty men of us all got work     On a bit of his motor car;     And we all became, with the world's acclaim,     The marvellous mugs we are: Chorus     The marvellous mugs, miraculous mugs,     The mystical mugs we are.

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Poem Details

Language: English
Keywords: Public Domain
Source: Public Domain Collection
Rights/Permissions: Public Domain
Analysis & Notes:
This poem is a historical reflection and commentary on British identity, expressed through a playful and satirical lens. It uses the narrative of various epochs - Roman, Saxon, Dane, and Norman invasions - to weigh in on the evolution of British society, culture, and identity. The recurring choruses add a sing-song quality to the poem, making it almost ballad-like, while the repeated phrases provide a humorous reminder of the societal self-deprecation and irony that is often associated with British humor.

The poet's manipulation of rhythm and rhyme creates a sense of momentum and continuity, reflecting the unending flow of history. Yet, the poet also uses these devices to underscore the irony and satire in the poem, particularly when discussing the transformation of British society. Phrases like "The Imperial race, the inscrutable race," and "The identical nobs, individual nobs," are cleverly used to parody the British class system and the nation's imperial past. The poem's tone, at once irreverent and celebratory, invites readers to question accepted narratives of history and identity, and challenges them to consider how these narratives shape our understanding of ourselves and our place in the world.

Understanding Ballads

A ballad is a form of verse, often a narrative set to music, that has been a cornerstone of storytelling across various cultures. Traditionally passed down orally, ballads are known for their rhythmic structure and often tell tales of love, adventure, and heroism.

Ballads are characterized by their strong rhythm and repetition, making them both memorable and engaging. Here are some defining features:

  • Narrative Structure: Ballads typically tell a story, often a dramatic or emotional tale that unfolds in a straightforward, chronological order.
  • Quatrain Stanzas: Most ballads are composed of quatrains (four-line stanzas) with a rhyme scheme of ABAB or ABCB, which adds to the musicality of the verse.
  • Repetition: Refrains or repeated lines are common in ballads, helping to emphasize key themes or emotions and making the ballad easier to remember.
  • Oral Tradition: Many ballads originated from oral traditions, which means they were passed down through generations by word of mouth before being written down.

From medieval minstrels to contemporary songwriters, ballads have continued to evolve, remaining a beloved form of expression that captures the human experience in a way that is both poetic and accessible.