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TECHNOLOGY IN AC TION™
Arduino in
Science
Collecting, Displaying, and
Manipulating Sensor Data
—
Richard J. Smythe
Arduino in Science
Collecting, Displaying,
and Manipulating Sensor Data
Richard J. Smythe
Arduino in Science: Collecting, Displaying, and Manipulating Sensor Data
Richard J. Smythe
Wainfleet, ON, Canada
iii
Table of Contents
iv
Table of Contents
Scripting������������������������������������������������������������������������������������������������������������103
Observations������������������������������������������������������������������������������������������������103
Discussion���������������������������������������������������������������������������������������������������104
Screen Entry of Data with the Arduino Microcontroller������������������������������������105
Experimental�����������������������������������������������������������������������������������������������106
Observations������������������������������������������������������������������������������������������������109
Discussion���������������������������������������������������������������������������������������������������109
Raspberry Pi: Screen Entry of Data�������������������������������������������������������������������110
Code Listings����������������������������������������������������������������������������������������������������112
Summary����������������������������������������������������������������������������������������������������������129
v
Table of Contents
vi
Table of Contents
vii
Table of Contents
Software������������������������������������������������������������������������������������������������������248
Scripting������������������������������������������������������������������������������������������������������250
Circuit����������������������������������������������������������������������������������������������������������251
Software������������������������������������������������������������������������������������������������������251
Observations�����������������������������������������������������������������������������������������������������252
Discussion���������������������������������������������������������������������������������������������������������252
Time Determination�������������������������������������������������������������������������������������252
Manual and Automated Event Counting������������������������������������������������������253
Hardware Time and Timing�������������������������������������������������������������������������������254
Experimental�����������������������������������������������������������������������������������������������257
Schematic����������������������������������������������������������������������������������������������������258
Observations�����������������������������������������������������������������������������������������������������258
Discussion���������������������������������������������������������������������������������������������������������258
Microcontroller Clocks, Timekeeping, and Event Counting�������������������������������261
Experimental�����������������������������������������������������������������������������������������������������262
Observations�����������������������������������������������������������������������������������������������������263
Discussion���������������������������������������������������������������������������������������������������������265
Counting Events and Timing with Python and Raspberry Pi�����������������������������265
Scheduling Events���������������������������������������������������������������������������������������268
Detecting and Counting Events�������������������������������������������������������������������270
Experimental�����������������������������������������������������������������������������������������������������273
Observations�����������������������������������������������������������������������������������������������������276
Discussion���������������������������������������������������������������������������������������������������������281
Code Listings����������������������������������������������������������������������������������������������������283
Raspberry Pi Program Code������������������������������������������������������������������������293
Summary����������������������������������������������������������������������������������������������������������303
viii
Table of Contents
ix
Table of Contents
Code Listing������������������������������������������������������������������������������������������������������348
Summary����������������������������������������������������������������������������������������������������������351
x
Table of Contents
xi
Table of Contents
Index�������������������������������������������������������������������������������������������������461
xii
About the Author
Richard J. Smythe attended Brock University
in its initial years of operation in southern
Ontario and graduated with a four-year
honors degree in chemistry with minors in
mathematics and physics. He then attended
the University of Waterloo for a master’s
degree in analytical chemistry and computing
science and a doctorate in analytical
chemistry. After a post-doctoral fellowship at
the State University of New York at Buffalo in
electro-analytical chemistry, Richard went into
business in 1974 as Peninsula Chemical Analysis Ltd. Introduced in 1966
to time-shared computing with paper tapes, punched cards, and BASIC
prior to Fortran IV at Waterloo, as well as the PDP 11 mini-computers and
finally the PC, Richard has maintained a currency in physical computing
using several computer languages and scripting codes. Professionally,
Richard has functioned as a commercial laboratory owner and is currently
a consulting analytical chemist, a civil forensic scientist as PCA Ltd., a
full partner in Walters Forensic Engineering in Toronto, Ontario, and
senior scientist for Contrast Engineering Limited in Halifax, Nova Scotia.
A large portion of Richard’s professional career consists of devising
methods by which a problem that ultimately involves making one or more
fundamental measurements can be solved by using the equipment at hand
or using a readily available “off-the-shelf/out-of-the-box” facility to provide
the data required.
xiii
About the Technical Reviewer
Roland Meisel holds a B. Sc. in physics from
the University of Windsor, a B. Ed. from
Queen’s University specializing in physics
and mathematics, and an M. Sc. in physics
from the University of Waterloo. He worked
at Chalk River Nuclear Laboratories before
entering the world of education. He spent
twenty-eight years teaching physics,
mathematics, and computer science in the
Ontario secondary school system. After retiring from teaching as the head
of mathematics at Ridgeway Crystal Beach High School, he entered the
world of publishing, contributing to mathematics and physics texts from
pre-algebra to calculus in various roles, including technology consultant,
author, interactive web files (which he conceived, created, published and
edited), and photography. He remains active in several organizations,
including the Ontario Association of Physics Teachers, the Ontario
Association of Mathematics Educators, the Canadian Owners and Pilots
Association, and the Wainfleet Historical Society.
He has always had a strong interest in technology, mail-ordering
his first personal computer, an Apple II with a 1 MHz CPU and 16 kB of
memory, from California in 1979. At leisure, he can be found piloting small
airplanes, riding his bicycle or motorcycle, woodworking, reading, or
playing the piano, among other instruments.
xv
Acknowledgments
Acknowledgments begin with my late parents, Richard H. Smythe and
Margaret M. Smythe (née Earle), who emigrated from the remains of
London, England, after the war with their small family of three and
eventually raised four siblings in Canada. Our parents instilled in us the
need to be educated as much as possible in order for each of us to be self-
sufficient and independent. That independence has led to the comfortable
retirement of the middle two and to the youngest continuing in her chosen
occupation for close to a decade past retirement and the oldest to still be
actively engaged in the business of chemical analysis consulting and the
practice of civil forensic science.
Along the way, numerous individuals have served as an inspiration
while teaching and mentoring me, imparting knowledge, the art of rational
thinking, tenacity, and in most cases valuable wisdom:
From Merritton High School in St. Catharines, Ontario:
Mrs. E. Glyn-Jones, mathematics; Mr. J. A. Smith, principal; and Mr.
E. Umbrico, physics
From Brock University in St. Catharines, Ontario:
Prof. E. A. Cherniak, Prof. R. H. Hiatt, Prof. F. Koffyberg, and Prof. J. M.
Miller
From the University of Waterloo in Waterloo, Ontario:
Prof. G. Atkinson
From the State University of New York at Buffalo:
Prof. S. Bruckenstein
It may also be said that the seeds for the growth and development of
this work began when as a parent I made sure that both my daughters,
Wendy and Christie, could read at a very early age and devised graphic
teaching aids for them to learn and understand binary digital arithmetic.
xvii
Acknowledgments
xviii
The Author’s Preface to
Arduino in Science
Arduino in Science is written to provide an introduction to the basic
techniques that can be used by individuals to engage in experimental
science. It is hoped that the manuscript can assist students and those new
to or with limited backgrounds in electro-mechanical techniques or the
physical sciences, to devise and conduct the experiments they need to
further their research or education. It is also hoped that the manuscript
will be useful where there are limited financial resources available for the
development of experimental designs and experimental or educational
programs.
Migrating or foraging animals and insects use daylight, near- infrared
light, polarized light, celestial indicators, chemical traces in water, the
Earth’s magnetic field, and other aids to navigate over the Earth’s surface
in search of food or to return home to their breeding grounds. Astronomy,
biology, chemistry, geology/geography, mathematics, physics, and other
subjects through to zoology are human concepts and classifications
entirely unknown to the travelers of the animal world. There are parallels
between the animal kingdom’s usage of multiple scientific phenomena
of which they have no knowledge and current scientific investigations.
A significant amount of new scientific knowledge is being revealed by
investigators educated in one classifiable discipline using the unfamiliar
experimental techniques from another. Although written by an analytical
chemist, this manuscript is a compilation of introductory basic techniques
applicable to any scientific discipline that requires the experimental
measurements of basic physio-chemical parameters.
xix
The Author’s Preface to Arduino in Science
xx
The Author’s Preface to Arduino in Science
USB is the acronym for Universal Serial Bus that is, in reality, a written
standard of specifications to which electro-mechanical hardware systems
are expected to conform. The USB is a subsystem that lets a personal
computer communicate with devices that are plugged into the Universal
Serial Bus.
When a personal computer runs supervisory control and data
acquisition software with a human-machine interface connected via the
Universal Serial Bus system, then investigative science experiments or
other processes, experimental apparatus, or equipment setups, either “in
the field” miles away or “on the bench” next to the computer/workstation
or laptop, can be monitored and controlled in “real time.”
Laptops, stand-alone desktops, and cabled or wireless networked
workstations together with Internet connections now allow unprecedented
flexibility in laboratory or “in-field” monitoring of investigative science
experiments.
The options available to the experimentalist for implementing SCADA
systems can essentially be divided into three categories based upon the
amount of development work required to achieve a fully functional system.
Complete, finished, working software systems that are able to
measure and control virtually any electro-optical-mechanical system are
available from manufacturers such as National Instruments and Foxboro.
Commercially available fully functional, basic, software-only systems can
be expected to cost in the range of several thousands of dollars.
The author chose to develop this manuscript on three much-lower-
cost options for SCADA implementation in experimental setups.
A moderate-cost implementation strategy, involving the following list
of resources, has been used to develop the exercises in this manuscript.
These resources should also be adequate for further experimental
development of new applications:
xxi
The Author’s Preface to Arduino in Science
xxii
The Author’s Preface to Arduino in Science
xxiii
The Author’s Preface to Arduino in Science
It is suggested that the reader, new to this technology, work through the
manuscript in order of presentation so as to gain practice and confidence
with software, wiring, and increasing project complexity. The basics
of scripting software, hardware interfacing, electronics fundamentals,
and IC usage will all progressively become more complex; and the basic
knowledge and procedures established in the earlier exercises will not be
repeated in the more advanced projects. All science is empirical in nature,
and this manuscript is no different than real-life scientific work. The
investigator must progress from the simple to the more complicated facets
xxiv
The Author’s Preface to Arduino in Science
xxv
The Author’s Preface to Arduino in Science
xxvi
The Author’s Preface to Arduino in Science
Exercise Format
Experimental
Hardware
Software
Observations
Discussion
Code Listings
xxvii
The Author’s Preface to Arduino in Science
Project Management
When working through each of the exercises in the various chapters, the
following procedures are suggested:
xxviii
The Author’s Preface to Arduino in Science
xxix
The Author’s Preface to Arduino in Science
xxx
The Author’s Preface to Arduino in Science
The exercises can use the DAQFactory scripting language, Python, and
the variant of C used in Arduino programming. All three programming
languages have reserved keywords that cannot be used as variable
names. Follow the variable naming rule suggestions in the appropriate
documentation for the language in use. Create meaningful names by
following traditional C styles such as MySignificantName, MySgnfcntNme,
or My_Significant_Name. Do not use proper words such as “temperature”
or “Temperature” or any other word that may be a proper word used within
Python, DAQFactory scripting, C, or C++ programming code. Scripts
that contained proper words used as variable names or channels for
“clarity” by the author that failed to operate and produced baffling outputs
suddenly performed flawlessly when the proper words were re-keyed with
unique mixed upper- and lowercase characters. Follow the proper formal
methodology built into the software at hand. In the DAQFactory software,
creation of the channels first allows DAQFactory to populate the pop-up
intelligent listing of channels, variables, and constants to cut down on
error-prone typing. The primary step in all troubleshooting procedures
involving written coded systems that do not work is to check all spelling.
Names are case sensitive.
Keep detailed notes of what is being done, write down calculations,
sketch schematics and rough mechanical drawings. This is, after all,
science. The drawing conventions for mechanical systems and electronic
circuits can be found in several reference texts.1 The reader is encouraged
to follow these conventions.
1
1) Building Scientific Apparatus 4th Edn., Moore, Davis, and Coplan, Cambridge
University Press, ISBN 978-0-521-8785-6
2) The Art of Electronics 2nd Edn., Horowitz and Hill, Cambridge University Press,
ISBN 0-521-37095-7
3) Practical Electronics for Inventors 3rd Edn., Scherz and Monk, McGraw Hill
ISBN 978-0-07-177133-7
xxxi
Discovering Diverse Content Through
Random Scribd Documents
1
A’the boys of merry Linkim
War playing at the ba,
An up it stands him sweet Sir Hugh,
The flower amang them a’.
2
He keppit the ba than wi his foot,
And catchd it wi his knee,
And even in at the Jew’s window
He gart the bonny ba flee.
3
‘Cast out the ba to me, fair maid,
Cast out the ba to me!’
‘Ah never a bit of it,’ she says,
‘Till ye come up to me.
4
‘Come up, sweet Hugh, come up, dear Hugh,
Come up and get the ba’!’
‘I winna come up, I mayna come [up],
Without my bonny boys a’.’
5
‘Come up, sweet Hugh, come up, dear Hugh,
Come up and speak to me!’
‘I mayna come up, I winna come up,
Without my bonny boys three.’
6
She’s taen her to the Jew’s garden,
Where the grass grew lang and green,
She’s pu’d an apple reid and white,
To wyle the bonny boy in.
7
She’s wyl’d him in thro ae chamber,
She’s wyl’d him in thro twa,
She’s wyl’d him till her ain chamber,
The flower out owr them a’.
8
She’s laid him on a dressin-board,
Whare she did often dine;
She stack a penknife to his heart,
And dressd him like a swine.
9
She rowd him in a cake of lead,
Bade him lie still and sleep;
She threw him i the Jew’s draw-well,
’Twas fifty fathom deep.
10
Whan bells was rung, and mass was sung,
An a’ man bound to bed,
Every lady got hame her son,
But sweet Sir Hugh was dead.
E
Motherwell’s Minstrelsy, p. 51, as taken down from the recitation
of a lady.
1
Yesterday was brave Hallowday,
And, above all days of the year,
The schoolboys all got leave to play,
And little Sir Hugh was there.
2
He kicked the ball with his foot,
And kepped it with his knee,
And even in at the Jew’s window
He gart the bonnie ba flee.
3
Out then came the Jew’s daughter:
‘Will ye come in and dine?’
‘I winna come in, and I canna come in,
Till I get that ball of mine.
4
‘Throw down that ball to me, maiden,
Throw down the ball to me!’
‘I winna throw down your ball, Sir Hugh,
Till ye come up to me.’
5
She pu’d the apple frae the tree,
It was baith red and green;
She gave it unto little Sir Hugh,
With that his heart did win.
6
She wiled him into ae chamber,
She wiled him into twa,
She wiled him into the third chamber,
And that was warst o’t a’.
7
She took out a little penknife,
Hung low down by her spare,
She twined this young thing o his life,
And a word he neer spak mair.
8
And first came out the thick, thick blood,
And syne came out the thin,
And syne came out the bonnie heart’s blood,
There was nae mair within.
9
She laid him on a dressing-table,
She dressd him like a swine;
Says, Lie ye there, my bonnie Sir Hugh,
Wi yere apples red and green!
10
She put him in a case of lead,
Says, Lie ye there and sleep!
She threw him into the deep draw-well,
Was fifty fathom deep.
11
A schoolboy walking in the garden
Did grievously hear him moan;
He ran away to the deep draw-well,
And fell down on his knee.
12
Says, Bonnie Sir Hugh, and pretty Sir Hugh,
I pray you speak to me!
If you speak to any body in this world,
I pray you speak to me.
13
When bells were rung, and mass was sung,
And every body went hame,
Then every lady had her son,
But Lady Helen had nane.
14
She rolled her mantle her about,
And sore, sore did she weep;
She ran away to the Jew’s castle,
When all were fast asleep.
15
She cries, Bonnie Sir Hugh, O pretty Sir Hugh,
I pray you speak to me!
If you speak to any body in this world,
I pray you speak to me.
16
‘Lady Helen, if ye want your son,
I’ll tell ye where to seek;
Lady Helen, if ye want your son,
He’s in the well sae deep.’
17
She ran away to the deep draw-well,
And she fell down on her knee,
Saying, Bonnie Sir Hugh, O pretty Sir Hugh,
I pray ye speak to me!
If ye speak to any body in the world,
I pray ye speak to me.
18
‘Oh the lead it is wondrous heavy, mother,
The well it is wondrous deep;
The little penknife sticks in my throat,
And I downa to ye speak.
19
‘But lift me out o this deep draw-well,
And bury me in yon churchyard;
. . . . . . . .
. . . . . . .
20
‘Put a Bible at my head,’ he says,
‘And a Testament at my feet,
And pen and ink at every side,
And I’ll lie still and sleep.
21
‘And go to the back of Maitland town,
Bring me my winding sheet;
For it’s at the back of Maitland town
That you and I shall meet.’
22
O the broom, the bonny, bonny broom,
The broom that makes full sore,
A woman’s mercy is very little,
But a man’s mercy is more.
F
Hume’s Sir Hugh of Lincoln, p. 35, obtained from recitation in
Ireland.
1
’Twas on a summer’s morning
Some scholars were playing at ball,
When out came the Jew’s daughter
And leand her back against the wall.
2
She said unto the fairest boy,
Come here to me, Sir Hugh;
‘No! I will not,’ said he,
‘Without my playfellows too.’
3
She took an apple out of her pocket,
And trundled it along the plain,
And who was readiest to lift it
Was little Sir Hugh again.
4
She took him by the milk-white han,
An led him through many a hall,
Until they came to one stone chamber,
Where no man might hear his call.
5
She set him in a goolden chair,
And jaggd him with a pin,
And called for a goolden cup
To houl his heart’s blood in.
6
She tuk him by the yellow hair,
An also by the feet,
An she threw him in the deep draw-well;
It was fifty fadom deep.
7
Day bein over, the night came on,
And the scholars all went home;
Then every mother had her son,
But little Sir Hugh’s had none.
8
She put her mantle about her head,
Tuk a little rod in her han,
An she says, Sir Hugh, if I fin you here,
I will bate you for stayin so long.
9
First she went to the Jew’s door,
But they were fast asleep;
An then she went to the deep draw-well,
That was fifty fadom deep.
10
She says, Sir Hugh, if you be here,
As I suppose you be,
If ever the dead or quick arose,
Arise and spake to me.
11
‘Yes, mother dear, I am here,
I know I have staid very long;
But a little penknife was stuck in my heart,
Till the stream ran down full strong.
12
‘And mother dear, when you go home,
Tell my playfellows all
That I lost my life by leaving them,
When playing that game of ball.
13
‘And ere another day is gone,
My winding-sheet prepare,
And bury me in the green churchyard,
Where the flowers are bloomin fair.
14
‘Lay my Bible at my head,
My Testament at my feet;
The earth and worms shall be my bed,
Till Christ and I shall meet.’
G
a. Written down by Mrs Dulany, January 14, 1885, from the
recitation of her mother, Mrs Nourse, aged above ninety, as learned
when a child, in Philadelphia. b. From the same source, furnished
several years earlier by Miss Perine, of Baltimore.
1
It rains, it rains in old Scotland,
And down the rain does fa,
And all the boys in our town
Are out a playing at ba.
2
‘You toss your balls too high, my boys,
You toss your balls too low;
You’ll toss them into the Jew’s garden,
Wherein you darst not go.’
3
Then out came one of the Jew’s daughters,
All dressed in red and green:
‘Come in, come in, my pretty little boy,
And get your ball again.’
4
‘I winna come in, and I canna come in,
Without my playmates all,
And without the will of my mother dear,
Which would cause my heart’s blood to fall.’
5
She shewed him an apple as green as grass,
She shewed him a gay gold ring,
She shewed him a cherry as red as blood,
Which enticed the little boy in.
6
She took him by the lily-white hand,
And led him into the hall,
And laid him on a dresser-board,
And that was the worst of all.
7
She laid the Bible at his head,
The Prayer-Book at his feet,
And with a penknife small
She stuck him like a sheep.
8
Six pretty maids took him by the head,
And six took him by the feet,
And threw him into a deep draw-well,
That was eighteen fathoms deep.
* * * * *
9
‘The lead is wondrous heavy, mother,
The well is wondrous deep,
A keen pen-knife sticks in my heart,
And nae word more can I speak.’
H
Communicated by Miss Perine, of Baltimore, Maryland, as sung by
her mother about 1825.
1
It rains, it rains in fair Scotland,
It rains both great and small
. . . . . . .
. . . . . . .
2
He tossed the hall so high, so low,
He tossed the ball so low,
He tossed it over the Jew’s garden-wall,
Where no one dared to go.
3
Out came one of the Jew’s daughters,
All dressed in apple-green;
Said she, My dear little boy, come in,
And pick up your ball again.
4
‘I dare not come, I will not come,
I dare not come at all;
For if I should, I know you would
Cause my blood to fall.’
5
She took him by the lily-white hand,
And led him thro the kitchen;
And there he saw his own dear maid
A roasting of a chicken.
6
She put him in a little chair,
And pinned him with a pin,
And then she called for a wash-basin,
To spill his life blood in.
7
‘O put the Bible at my head,
And the Testament at my feet,
And when my mother calls for me,
You may tell her I’m gone to sleep.’
I
Sir E. Brydges, Restituta, I, 381, “obtained some years since”
(1814) from the recitation of an aged lady.
1
It rains, it rains in merry Scotland,
It rains both great and small,
And all the children in merry Scotland
Are playing at the ball.
2
They toss the ball so high, so high,
They toss the ball so low,
They toss the ball in the Jew’s garden,
Where the Jews are sitting a row.
3
Then up came one of the Jew’s daughters,
Cloathed all in green:
‘Come hither, come hither, my pretty Sir Hugh,
And fetch thy ball again.’
4
‘I durst not come, I durst not go,
Without my play-fellowes all;
For if my mother should chance to know,
She’d cause my blood to fall.’
* * * * *
5
She laid him upon the dresser-board,
And stuck him like a sheep;
She laid the Bible at his head,
The Testament at his feet,
The Catechise-Book in his own heart’s blood,
With a penknife stuck so deep.
* * * * *
J
a. Notes and Queries, First Series, XII, 496, B. H. C., from the
manuscript of an old lacemaker in Northamptonshire. b. N. and Q.,
First Series, VIII, 614, B. H. C., from memory, stanzas 1–6.
1
It rains, it rains in merry Scotland,
Both little, great and small,
And all the schoolfellows in merry Scotland
Must needs go play at ball.
2
They tossd the ball so high, so high,
With that it came down so low;
They tossd it over the old Jew’s gates,
And broke the old Jew’s window.
3
The old Jew’s daughter she came out,
Was clothed all in green:
‘Come hither, come hither, you young Sir Hugh,
And fetch your ball again.’
4
‘I dare not come, nor I will not come,
Without my schoolfellows come all;
For I shall be beaten when I go home
For losing of my ball.’
5
She ‘ticed him with an apple so red,
And likewise with a fig;
She threw him over the dresser-board,
And sticked him like a pig.
6
The first came out the thickest of blood,
The second came out so thin,
The third came out the child’s heart-blood,
Where all his life lay in.
7
‘O spare my life! O spare my life!
O spare my life!’ said he;
‘If ever I live to be a young man,
I’ll do as good chare for thee.’
8
‘I’ll do as good chare for thy true love
As ever I did for the king;
I will scour a basin as bright as silver
To let your heart-blood run in.’
9
When eleven o’clock was past and gone,
And all the school-fellows came home,
Every mother had her own child
But young Sir Hugh’s mother had none.
10
She went up Lincoln and down Lincoln,
And all about Lincoln street,
With her small wand in her right hand,
Thinking of her child to meet.
11
She went till she came to the old Jew’s gate,
She knocked with the ring;
Who should be so ready as the old Jew herself
To rise and let her in!
12
‘What news, fair maid? what news, fair maid?
What news have you brought to me?
. . . . . . .
. . . . . . .
13
‘Have you seen any of my child today,
Or any of the rest of my kin?’
‘No, I’ve seen none of your child today,
Nor none of the rest of your kin.’
K
Notes and Queries, First Series, IX, 320; taken down by S. P. Q.
from the recitation of a nurse-maid in Shropshire about 1810.
Salopian Shreds and Patches, July 21, 1875, in Miss Burne’s
Shropshire Folk-Lore, p. 539.
1
It hails, it rains, in Merry-Cock land,
It hails, it rains, both great and small,
And all the little children in Merry-Cock land
They have need to play at ball.
2
They tossd the ball so high,
They tossd the ball so low,
Amongst all the Jews’ cattle,
And amongst the Jews below.
3
Out came one of the Jew’s daughters,
Dressed all in green:
‘Come, my sweet Saluter,
And fetch the ball again.’
4
‘I durst not come, I must not come,
Unless all my little playfellows come along;
For if my mother sees me at the gate,
She’ll cause my blood to fall.
5
‘She showd me an apple as green as grass,
She showd me a gay gold ring;
She showd me a cherry as red as blood,
And so she entic’d me in.
6
‘She took me in the parlor,
She took me in the kitchen,
And there I saw my own dear nurse,
A picking of a chicken.
7
‘She laid me down to sleep,
With a Bible at my head and a Testament at my feet;
And if my playfellows come to quere for me,
Tell them I am asleep.’
L
a. Communicated in a letter from the Rev. E. Venables, Precentor
of Lincoln, as sung to him by a nurse-maid nearly sixty years ago,
January 24, 1885. A Buckinghamshire version. b. A Walk through
Lincoln Minster, by the Rev. E. Venables, p. 41, 1884.
1
It rains, it hails in merry Lincoln,
It rains both great and small,
And all the boys and girls today
Do play at pat the ball.
2
They patted the ball so high, so high,
They patted the ball so low,
They patted it into the Jew’s garden,
Where all the Jews do go.
3
Then out it spake the Jew’s daughter,
As she leant over the wall;
‘Come hither, come hither, my pretty play-fellow,
And I’ll give you your ball.’
4
She tempted him [in] with apple so red,
But that wouldnt tempt him in;
She tempted him in with sugar so sweet,
And so she got him in.
5
Then she put forth her lilly-white hand,
And led him through the hall:
‘This way, this way, my pretty play-fellow,
And you shall have your ball.’
6
She led him on through one chamber,
And so she did through nine,
Until she came to her own chamber,
Where she was wont to dine,
And she laid him on a dressing-board,
And sticket him like a swine.
d st c et eas e
7
Then out it came the thick, thick blood,
And out it came the thin,
And out it came the bonnie heart’s blood,
There was no more within.
M
F. H. Groome, In Gipsy Tents, 1880, p. 145: “first heard at
Shepherd’s Bush, in 1872, from little Amy North.”