“Education is something [students] must labor to give themselves. . . Education is up to them as it was up to Socrates, Milton, Locke, and Lincoln.” (Mark van Doren) “Emancipate yourselves from mental slavery; none but ourselves can free our minds.” (Bob Marley)
In his memoirs, John Lomax described collecting “Dink’s Song” in Texas in 1904, at a work-camp for skilled black builders from Mississippi who were constructing a levee on the Brazos River. Dink was one of a group of women imported from Memphis by the camp overseers to keep the workers happy and discourage them from drinking and fighting on Saturday nights. As Lomax writes in his 1934 anthology American Ballads and Folk Songs:
It was not long before every man had a woman in his tent to wash his clothes, cook, draw water, cut firewood, and warm his bed. Dink was one of these women.
In Adventures of a Ballad Hunter, Lomax fleshes out his narrative:
Lomax published the music and lyrics of “Dink’s Song” in American Ballads and Folk Songs. He suggested that the song was an African-American variant of the white Tennessee mountain ballad “Careless Love,” whose lyrics are almost identical (the lyrics about wearing one’s apron low, and then high, refer to out-of-wedlock pregnancy).
The repetition of the statement “fare thee well” can be found in many English ballads, going back at least to the eighteenth century.
Some examples:
The phrase “Fare you well” is also reminiscent of certain spirituals — like this one, recorded in 1937:
The earliest-known recording of “Dink’s Song” is sung by the white actress Libby Holman, with the accompaniment of the black guitarist Josh White:
During the folk revival of the 1950s and 1960s, “Dink’s Song” became a staple of the repertoires of (primarily white) folksingers, who mined the past for the authenticity they found in old ballads.
“Dink’s Song” was also featured in the 2013 film Inside Llewyn Davis, with actor Oscar Isaac doing his own singing and guitar playing:
“Careless Love” sung by Tennessee folksinger Jean Ritchie:
Sung by Leadbelly:
Sung by Indian musician Arko Mukhaerjee and his band, Fiddler’s Green:
The blues singer and guitarist Gene Campbell — another “blues ghost,” about whom nothing is known except his surviving 78s — referred to the levee-camp practice of women setting up their own tents to wash the men’s clothes and sell sex in “Levee Camp Man Blues” (1930):
Men on the levee hollerin’, “Whoa” and “Gee”/And the women on the levee camp, hollerin’, “Who wants me?”
The musical forms brought to the Americas by slaves from west Africa were generally functional: that is, they were used to aid in ritual, work, daily life, and war. Antiphonal singing also facilitated communication across distances.
You can hear the antiphonal quality in this work song of the Mbuti people (Congo).
A Hausa call-and-response:
Maasai schoolgirls in Kenya.
In the 1964 film Zulu, about the 1879 battle of Rorke’s Drift in Zululand (present-day South Africa), the use of antiphonal music in war is highlighted. The Zulus use music to prepare for war, to intimidate the enemy, to wage war, and, in the end, in a moving scene, to salute the victors.
What do you think the purpose of call-and-response form is in religious music?
Call and response in the spiritual “Job, Job.”
Another version:
Call and response in a work camp song.
Call and response in a prison work song.
In August Wilson’s 1987 play The Piano Lesson, a character speaks of his stint in Parchman and sings a work song.
August Wilson was inspired to write his play, set in 1936, by this painting, “The Piano Lesson,” by Romare Bearden (1911-1988).
[Content warning: racist language and imagery in original sources.]
In the 1940s, the American composer Ruth Crawford Seeger, also a folklorist and musicologist, published a collection of American children’s folksongs she had compiled. One of the numbers in this volume of 43 songs is “Such a Getting Upstairs.” This singer asserts that it is a “going-up-to-bed-song” from Indiana.
Ruth Crawford Seeger said of it:
It is the refrain of a play-party tune whose second section can be whistled or hummed or played, or sung with varying words like the following from Virginia: Some love coffee, some love tea, But I love the pretty girl that winks at me.
Indeed, another source cites “Getting Upstairs” as a Virginia song. The musician and folklorist Alan Jabbour describes it thus:
“Such a Getting Upstairs” is well-documented as a Virginia tune, appearing in Knauff’s Virginia Reels, vol. 4, #4 “Sich a Gittin Up Stars: Varied” and in Wilkinson, “Virginia Dance Tunes,” p. 4, played by James S. Chisholm of Greenwood, Virginia. Another nineteenth-century print set is Howe’s School for the Violin, p. 43. The tune seems to be akin to a tune in children’s song and play-party tradition (“This Old Man”).
Jabbour recorded Appalachian fiddler Henry Reed playing the song in 1967. Listen here:
The first edition of Grove’s Dictionary of Music and Musicians claims that the song was in fact a “plantation lyric,” brought to England in the 1830s by minstrel groups.
Indeed, the sheet music, published in 1837, presents the song as a narrative of black violence.
The song was even included in the 1942 book Songs of the Rivers of America as a song about the Susquehanna River (the river on which Binghamton is situated).
This genre of minstrel songs, which took as their subject the violence of black men, were usually performed by heavy-set white women known as “coon shouters.” These singers not only crossed color boundaries in their performances, but also gender boundaries. Typically, such songs were written from the point of view of a black male protagonist, often referred to as a “bully” and depicted carrying a razor. Coon shouters delivered the music and the lyrics (written in Tin Pan Alley’s notion of African-American Vernacular English) in stentorian tones, taking the part of black men in their portrayals and sanitizing black maleness for white audiences.
One of the premiere singers of this genre was Canadian-born May Irwin (1862-1938).
Indeed, in his preface to The Book of American Negro Poetry, James Weldon Johnson (best-known today for writing the poem “Lift Ev’ry Voice And Sing”), noted of the “Bully Song, which made Irwin rich:
The protagonist of Hari Kunzru’s 2017 novel White Tears, a young white recording engineer named Seth, describes days spent listening to music with his college friend, Carter Wallace:
We worshipped music like [Lee “Scratch”] Perry’s but we knew we didn’t own it, a fact we tried to ignore as far as possible, masking our disabling caucasity with a sort of professorial knowledge: who played congas on the B-side, the precise definition of collie. . . . The actual black kids at our school, of whom there were very few, seemed to us unsatisfactorily preppy or Christian or were basketball jocks doing business degrees . . . It seemed unfair. We were the ones who wanted to be at a soundclash in Kingston. We knew what John Coltrane was searching for when he overflew his tenor in the middle section of A Love Supreme. . . .We really did feel that our love of the music bought us something, some right to blackness.
(Lee Perry’s legendary Kingston studio, Black Ark.)
Carter, a white trust-fund baby, has schooled Seth in black music:
He began with Jamaican dub. From there, he introduced ska and soca, soul and RnB, seventies Afrobeat and eighties electro. He spun early hip hop and Free Jazz and countless regional flavors of Bass and Juke music. Chicago, London, Lagos, Miami. I had not known there was such music . . . He listened exclusively to black music because, he said, it was more intense and authentic than anything made by white people.
What do you think Seth and Carter mean by authentic?
(John Lomax recording Huddie Ledbetter, aka Leadbelly, at Angola State Prison in Louisiana in the early 1930s.)
In the early 1900s, the pioneering musicologist John Lomax began collecting old American songs and ballads. To “collect,” in this context, means to go “into the field” to transcribe or record people singing and playing traditional music. The “subjects” who performed in these circumstances were usually not professional musicians, but rather ordinary people in rural America who had learned the music from their parents and grandparents. Lomax and his son, Alan, had a special interest in preserving the legacy of African-American music born of slavery. In the face of rapid industrialization and urbanization during the Great Migration, as people moved en masse from the country to the cities, old customs, traditions, and music were inevitably being lost (in addition to collecting songs, John Lomax directed the U.S. government’s Depression-era project to interview and transcribe the narratives of former slaves, many of whom were still alive). Among the Lomaxes’ most important work were their recordings of the music of the black inmates of Southern prisons, which they believed, due to their isolation, helped incubate an environment that allowed the prisoners to retain the old songs in their purest possible forms, without any corrupting influences from the world outside.
John Lomax’s concern with preservation of black folk music in its purest forms was also in conflict with efforts towards racial uplift in the Southern black community. Lomax railed against the
This makes the philosophy of preservation, as you will see as you continue to read White Tears, an especially fraught notion.
The Lomaxes’ recordings fueled a new interest in traditional American music, especially among politically-progressive educated whites. In the 1940s and 1950s, listeners who were tired of the commercial values of the burgeoning music industry began turning to the Anthology of American Folk Music, a set of multiple LPs of the blues, gospel, and folk songs the Lomaxes had recorded. The Anthology was so influential that it “became something like the Bible of the folk revival . . . Bob Dylan wouldn’t have been possible without it.” As Louis Proyect notes, in his first year of college in 1961,
Leadbelly was “discovered” by the Lomaxes when they recorded singers at Angola State Prison in Louisiana in 1933 (see image above). John Lomax petitioned the governor of Louisiana to have him released early, and took him on tour around the U.S. In 1937, Life magazine published an article about him entitled: “Lead Belly: Bad N*gger Makes Good Minstrel.”
This scene from the 2014 film Inside Llewyn Davis, about the misadventures of a New York folksinger in the early 1960s, is emblematic. The titular character sings “Dink’s Song,” collected and published by John Lomax, at a Columbia professor’s dinner party.
“Oh, Susannah” was written for a blackface minstrel troupe, the Ethiopian Serenaders.But the song used to be sung by most American schoolchildren. Here is the Canadian folk ensemble The Be Good Tanyas’ version.
What about this, more in the original context?
We’ll be discussing these things at length this semester.
The first published version of the spiritual “Go Down, Moses,” in 1862, attributed its authorship to “The Contrabands” — escaped slaves who joined the Union Army — who probably sang it as a rallying cry, rather than as a hymn.
Harriet Tubman (nicknamed “Moses” for having led hundreds of slaves to freedom) is supposed to have used “Go Down, Moses” as coded instructions for planned plantation breakouts, but music historian Dena J. Epstein calls this into question, noting:
The song was made popular by the great African-American bass Paul Robeson, in an art song arrangement probably by Harry T. Burleigh.
” Go Down, Moses” was used in the 1941 movie “Sullivan’s Travels,” in a scene where the protagonist has found himself on a prisoners’ chain gang during the Great Depression. The scene has many layers of meaning, resonance, and irony, as the story of the Hebrew slaves in Egyptian bondage is sung by a black congregation — the near descendants of enslaved people themselves — for a group of prisoners in chains.
In the 1955 movie “Blackboard Jungle,” the young Sidney Poitier leads a group of high school students in a rendition.
(Does this remind you of your high school?)
In the 1950s, “Go Down, Moses,” became popular as a jazz standard. In this 1958 recording, Louis Armstrong uses elements of both gospel and jazz.
Another twist:
It has also long been sung at American seders during the Jewish holiday of Passover. A black convert to Judaism writes:
This is the song, “Dixie,” that Daniel sings in the story. It was written in 1859, and was adopted, with additional lyrics, as the national anthem of the Confederacy.
Perhaps the way that Daniel sings “Dixie” sounded something like jazz singer René Marie’s version. As Marie says:
In their book Way Up North In Dixie, Howard and Judith Sacks make a the case that “Dixie” was actually written by a black man, a fact not widely known by those who have adopted the song as an anthem for the “Lost Cause” (see the excerpt in your course reading packet).
As Rhiannon Giddens of the Carolina Chocolate Drops (and the recipient of a 2017 MacArthur “Genius” Grant) notes, it’s complicated.
Here, Rhiannon Giddens talks about the history of the banjo, which was transplanted from West Africa to the Caribbean to the southern U.S.
Giddens playing an original song with banjo, “Julie,” based on the memoir of a nineteenth-century slave.
Percival Everett talks about what he calls the myth of race:
And then, there’s producer John Sims’s “AfroDixie Remixes” project, which he describes as “playing ‘Dixie’ in the key of black.”
Because, as Gary Clark, Jr., notes, this land belongs to African Americans.
