“ This legendary king of Sherwood Forest is more rightfully the hero of English song than his splendid rival, the Keltic King Arthur, "whose name, a ghost, Streams like a cloud, man-shaped, from mountain peak, And cleaves to cairn and cromlech still."Yet there is scarcely less doubt as to the actual existence of a flesh-and-blood Robin Hood than there is as to the actual existence of a flesh-and-blood King Arthur. But let History look to her own; Literature need have no scruple in claiming both the archer-prince of outlaws and the blameless king of the Table Round. ”
Summary
Ballad Book, an anthology of English and Scottish ballads, examines the oral and literary traditions of medieval verse through recitations, manuscripts, and the lore of minstrels. Though the author remains unspecified, the text engages with figures like Percy and Ritson, who influenced the preservation and interpretation of these ballads.
Themes of cultural heritage, the conflict between oral and written forms, and the lasting power of storytelling are central, as seen in excerpts ranging from folk tales to critiques of literary elitism. The work highlights the ballad’s role as a foundational element of English literature, bridging communal memory and artistic development.
Quotes from Ballad Book ()
“ What gat ye to your dinner, my handsome young man?" "I gat eels boil'd in broo'; mother, make my bed soon, For I'm weary wi' hunting, and fain wald lie down." "What became of your bloodhounds, Lord Ronald, my son? What became of your bloodhounds, my handsome young man?" "O they swell'd and they died; mother, make my bed soon, For I'm weary wi' hunting, and fain wald lie down." "O I fear ye are poison'd, Lord Ronald, my son! O I fear ye are poison'd, my handsome young man!" "O yes! I am poison'd! mother, make my bed soon, For I'm sick at the heart, and I fain wald lie down." ”
“ The mere recitation or reading of the ballad, with such unacademic and living comment as shall help the imagination of the hearer to leap into a vivid realization of the swiftly shifted scenes, the sympathy to follow with eager comprehension the crowded, changing passions, the whole nature to thrill with the warm pulse of the rough old poem, is perhaps the surest way to drive the ballad home, trusting it to work within the student toward that spirit—development which is more truly the end of education than mental storage. ”
