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Test Bank for Economic Development The
Pearson Series in Economics, 11th Edition,
Michael P Todaro, ISBN-10: 0138013888, ISBN-
13: 9780138013882
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Part One
Principles and Concepts
Chapter 1
Introducing Economic Development:
A Global Perspective

◼ Key Concepts
It is easy to forget that students (especially in rich countries) may have a limited understanding of how life
in the developing world differs from life in the developed world. The first main point of Chapter 1 is to
drive this idea home, while also introducing through examples of debt crises and oil shocks, the idea that
the world is becoming increasingly interdependent and that actions taken in the developed world can have
a profound impact, for better or worse, on the developing world.
The second point is to provide an overview of the nature of development economics as a field. A defense
of development economics as a distinct field, rather than an agglomeration of other economics subfields, is
offered. A major theme of the book, that development economics must encompass the study of institutional
and social, as well as economic, mechanisms for modernizing an economy while eliminating absolute
poverty, is introduced.

The plan of the book is introduced through a series of 27 basic questions of development economics.
Depending on the amount of material covered by the instructor, students should be able to intelligently
address most of these questions by the end of the course.
Section 1.3 looks deeper into the meaning of development and offers both the traditional economic measures
and the new economic view of development that is multidimensional. This alternative approach is closely
tied to the discussion of Sen’s “Capabilities” approach, first introduced in the 7th edition. Further, this
section talks specifically about happiness in the context of economic development, relating the level of
happiness not only to level of income but to other factors such as democratic freedoms and the quality
of social relationships. The role of normative values in development economics—a subject dealing with
human misery and human potential, with equity as well as efficiency, with cultural change that causes
losses as well as gains, and with transfer as well as creation of wealth—is also stressed.
The conclusion is that development is both a physical reality and a state of mind. The meaning and
objectives of development include the provision of basic needs, reducing inequality, raising living
standards through appropriate economic growth, improving self-esteem in relation to the developed
countries, and expanding freedom of choice in the market and beyond.
Section 1.4 presents an in depth examination of the UN’s Millennium Development Goals (MDGs). This
includes a more comprehensive list of the goals themselves (appearing in Table 1.1) and a discussion of
the shortcomings of the MDGs. Finally, the case study on Brazil at the end of the chapter has been revised
and updated.

©2012 Pearson
©2012Education,
Pearson Education,
Inc. Publishing
Inc. Publishing
as AddisonasWesley
Addison Wesley
3 Todaro/Smith • Economic Development, Eleventh Edition
Chapter 1 Introducing Economic Development: A Global Perspective 3

◼ Lecture Suggestions
The diversity of the developing world is worth stressing not only for the benefit of American students,
notorious for being a bit shaky on geography, but students in developing countries as well, who may be
unfamiliar with developing regions other than their own. Students should know that the developing world
is economically and culturally far more diverse than the developed world. You might make some summary
observations, such as within the developing world, per capita incomes range by a factor of well over 100
(from Mozambique to Singapore), while South Korea has a per capita income about equal to that of Greece
and about half that of Spain. Incomes in industrial economies range by a factor of only three. Interesting
statistics can be found from sources such as the World Bank World Development Reports and the United
Nations Human Development Reports.
Presenting a few maps and tables, or even a slide show if you take the time to develop one, can be a
valuable way to refresh the student’s memory on geography, highlight important differences between
nations and regions, and provide an overview of development issues and problems. For the slide show
you could select color graphics drawn from sources such as the United Nations Human Development
Reports and World Bank World Development Reports, both of which are published annually. The art
history department at many colleges and universities will have special equipment for making slides from
prints. These graphics can be combined with a few representative photos of economic activities that you
yourself, or a colleague, have taken in developing countries. The result is a presentation that maintains
student interest and sets the stage for the issues covered in the course.
Some students have limited knowledge of historical events in the post World War II era, especially the
events of the 1970s and 1980s. Some have little notion of oil price shocks, the external debt crises of the
1980s and the more recent Asian financial crises such as: what caused them, what effects they had around
the globe, and how they underline economic interdependence. Touching briefly on these issues can make
for a good introductory lecture theme.
In many universities, the economic development course will be filled with students who are not majoring
in economics. These students may come from different colleges with majors such as social sciences
(anthropology, sociology, or political science) or the business college (management, finance, etc.) and may
have had as little as one semester of introductory economics. Given that you are teaching an economics
class, you may wish to remind the students of this fact. Economics provides an important framework for
analyzing many of the important development problems and hence the class will draw on the students’
knowledge of economics. You may also remind the students that traditional economics is in large the study
of decision making under conditions of scarcity. You might use the first lecture to set the stage for the
approach you will take, whether it will be more interdisciplinary, more economic, more mathematical and
quantitative, more historical, or some combination. The first week or two of class will likely involve
discussions of social, political, and institutional factors as well as economic factors.
Emphasize that development economics is a difficult subject to study and teach because it does not focus
just on one country, but on all less-developed countries. Further emphasize that you will try to teach key
concepts and ideas which can be applied to the experiences of many developing countries. These concepts
and ideas are important for understanding where the developing countries are today, as well as what their
options are for the future.

©2012 Pearson
©2012Education,
Pearson Education,
Inc. Publishing
Inc. Publishing
as AddisonasWesley
Addison Wesley
4 Todaro/Smith • Economic Development, Eleventh Edition
Chapter 1 Introducing Economic Development: A Global Perspective 4

The 27 basic questions can be used to motivate student interest in the subject as well as present an
overview of what the class is all about. It can be emphasized that there is no one answer to the general
question of why some countries are more developed than others. There are as many different opinions
on what a less developed-country should do to become more developed. A good approach is to present
differing viewpoints throughout the course and let the students make up their minds on their own.
If you have developing-country experience, mentioning some of your own experiences with, “How the
Other Half Live,” is a way of introducing the first chapter and really getting students’ attention.

◼ Discussion Topics
Encouraging class participation is a good way to motivate the students and make them feel involved in
the learning process. The first few weeks of class in particular are conducive to this sort of exercise. Two
ideas for discussions at this stage are:
• What is the meaning of economic development? In what way(s) is economic growth different from
economic development?
• Is it possible for the whole world to be developed? This can be an interesting question to ask at the
beginning of the course and then again at the end of the course.

◼ Sample Questions
Short Answer
1. Provide a definition of development economics. Justify your choice carefully.
Answer: See the section in Chapter 1 entitled, “The Nature of Development Economics,” on
pages 7–8 for some ideas about how the students might answer this question. They
should in some way say that development economics is more than just growth in GDP.
2. In defining development to include more than just the growth of per capita income, there is an
implicit assumption that the growth of per capita income alone is not sufficient to guarantee the
reduction of poverty and the growth of self-esteem. Is it possible that there could be growth of
per capita income without the achievement of these other objectives?
Answer: Per capita income can show growth even when that growth does not touch vast portions of
the population. The growth may be centered in one area or sector of the economy for
example. Also, most developed countries have, at some time in their histories, introduced
policies emphasizing equality.
3. In what way is development economics greater in scope than traditional economics?
Answer: Development economics must encompass the study of institutional, political, and social as
well as economic mechanisms for modernizing an economy while eliminating absolute
poverty and transforming states of mind as well as physical conditions. More details found
in the chapter.

4. Make a case that development economics might be merely a combination of all the other subfields
of economics, only applied to low-income countries.
Answer: See Question 3 above.

©2012 Pearson
©2012Education,
Pearson Education,
Inc. Publishing
Inc. Publishing
as AddisonasWesley
Addison Wesley
5 Todaro/Smith • Economic Development, Eleventh Edition
Chapter 1 Introducing Economic Development: A Global Perspective 5

5. What do you think are the most serious obstacles to further progress in the developing world?
Answer: The main point here is to ensure that students are thinking carefully about the issues raised
in the text. You may also wish to draw from the critical questions on Pages 9–11.
6. In reviewing discussions of life in developing countries, what is it about lifestyles in the low-income
countries compared with lifestyles in the high-income countries that most strikes you? Why?
Answer: This is an open-ended question to stimulate reflection.
7. It has been said that “underdevelopment is a state of mind.” Comment.
Answer: You may look for a discussion of the role of modern values in the development process,
as on Pages 12–14 of the text.
8. Do you think it is in the material interests of high-income countries to help low-income countries
improve their economic performance? Why or why not?
Answer: Answers might touch on increasing the market for products in which high-income countries
have a comparative advantage, reducing the dangers of regional war and terrorism, reducing
international transmission of disease, and curbing international migration.
9. How is happiness related to development?
Answer: Answers should make reference to the correlation between happiness and income level as
well as touch on the connection between happiness and social relationships, personal and
democratic freedoms, religious beliefs, and health, among other factors listed on Page 20.
Further, answers should include a discussion on happiness as being a part of Amartya Sen’s
concept of functionings.

10. What are the Millennium Development Goals (MDGs) and how did they come about? What do you
consider to be the most important of these and why?
Answer: The answer should stress that the goals cover a broad range of objectives both economic
and social. These were put forward so that developing countries would have numerical
targets against which their progress could be judged and, where warranted, appropriate
assistance offered. An interim assessment of the MDGs can be found at:
www.unmilleniumproject.org.
11. Why are women often referred to as playing a central role in economic development?
Answer: An answer should include how women can influence whether or not the next generation
will be impoverished through their role of childrearing based on the resources they bring
to this task and the values they pass to their children. Another key point that should be
mentioned is that empirically, women tend to allocate a higher percentage of the income
under their own control to the family and children than men.
12. What are the most important characteristics that have shaped Brazil’s economic and social progress
during the last three decades?
Answer: Discussion should include the large degree of income inequality, the need for land reform
as a result of the dualistic nature of the land tenure system and the environmental challenge
faced by what is one of the world’s most environmentally diverse countries.

©2012 Pearson
©2012Education,
Pearson Education,
Inc. Publishing
Inc. Publishing
as AddisonasWesley
Addison Wesley
6 Todaro/Smith • Economic Development, Eleventh Edition
Chapter 1 Introducing Economic Development: A Global Perspective 6

◼ Multiple Choice
1. Countries tend to be classified as more or less developed based on
a. the literacy rate.
b. the poverty rate.
c. the level of income per capita.
d. the types of goods they produce.
Answer: C
2. Which of the following demonstrates international interdependence?
a. the oil shocks
b. the debt crisis
c. global warming
d. all of the above.
Answer: D
3. A subsistence economy is
a. a very low income economy.
b. an economy in which people make what they consume.
c. an economy in which people receive food for pay.
d. all of the above.
Answer: B
4. Development economics is the study of the
a. alleviation of absolute poverty.
b. transformation of institutions.
c. allocation of resources in developing countries.
d. all of the above.
Answer: D
5. Development economics must have a scope wider than traditional economics because
a. values and attitudes play little role in the pace of development.
b. people in developing societies do less utility-maximizing.
c. transformation of social institutions is necessary for development.
d. all of the above.
Answer: C
6. A good definition of the meaning of development is the
a. elimination of absolute poverty.
b. improvement in the quality of life.
c. fulfillment of the potential of individuals.
d. all of the above.
Answer: D

©2012 Pearson
©2012Education,
Pearson Education,
Inc. Publishing
Inc. Publishing
as AddisonasWesley
Addison Wesley
7 Todaro/Smith • Economic Development, Eleventh Edition
Chapter 1 Introducing Economic Development: A Global Perspective 7

7. Which of the following is not an important objective of development?

a. increases in per capita income
b. the expansion of available choices
c. increases in individual and national self-esteem
d. all of the above are important objectives of development
Answer: D
8. The Millennium Development Goals include
a. eliminating the proportion of people living on less than $1 per day.
b. universal primary education.
c. increasing exports by one half.
d. all of the above.
Answer: B
9. The core values of development include
a. increasing income per person.
b. reducing the inequality of income.
c. the ability to meet basic needs.
d. all of the above.
Answer: C

©2012 Pearson
©2012Education,
Pearson Education,
Inc. Publishing
Inc. Publishing
as AddisonasWesley
Addison Wesley
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The Project Gutenberg eBook of Folk-Speech
of Cumberland and Some Districts Adjacent
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
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Title: Folk-Speech of Cumberland and Some Districts Adjacent

Author: Alexander Craig Gibson

Release date: June 11, 2020 [eBook #62370]

Most recently updated: October 18, 2024

Language: English

Credits: Produced by MFR, Les Galloway and the Online

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*** START OF THE PROJECT GUTENBERG EBOOK FOLK-SPEECH OF

CUMBERLAND AND SOME DISTRICTS ADJACENT ***
 Transcriber’s Notes

Obvious typographical errors have been silently corrected.

THE

Folk-Speech of Cumberland
AND SOME DISTRICTS ADJACENT;

BEING

SHORT STORIES AND RHYMES

IN THE DIALECTS OF THE WEST

BORDER COUNTIES.

BY

ALEXANDER CRAIG GIBSON, F.S.A.

What hempen Home-spuns have we swaggering here.

A Midsummer Night’s Dream.
Speech, manners, morals, all without disguise.
The Excursion.
LONDON: JOHN RUSSELL SMITH;
CARLISLE: GEO. COWARD.
MDCCCLXIX.
 TO

WILLIAM DICKINSON,
OF NORTH MOSSES AND THORNCROFT,

F. L. S.,
Author of “A Glossary of Cumberland Words and Phrases,”
“Lamplugh Club,” “A Prize Essay on the Agriculture
of West Cumberland,” “The Botany of
Cumberland,” &c., &c., &c.,

THIS VOLUME IS INSCRIBED,

IN CORDIAL RECOGNITION OF THE PRE-EMINENT
INDUSTRY AND SKILL DISPLAYED IN HIS ELUCIDATIONS
OF THE HOMELY SPEECH
OF OUR NATIVE COUNTY, AND IN GRATEFUL
ACKNOWLEDGEMENT OF THE UNFAILING SYMPATHY
AND THE KINDLY HELP WITH WHICH HE
HAS BRIGHTENED A FRIENDSHIP
OF MANY YEARS.
 PREFACE.
One or two of the Cumberland stories included in this volume, as
well as some of the pieces in rhyme, have already been circulated
very largely in newspapers, pamphlets, and collections. Their
reappearance, along with many hitherto unpublished additions, in
this aggregated form, is due mainly to the popularity attained by
them separately. Whether they may be as popular in this more
pretentious guise as in their humbler, and perhaps, more appropriate
form, remains to be tried.
I claim superiority over most of the earlier workers in the same
philological ground in respect of the greater purity of my dialect. The
Cumberland speech as written herein is pure Cumbrian, as the
speech of the Scottish pieces, introduced for variety’s sake, is pure
Scotch. Miss Blamire, Stagg, Anderson, Rayson, and others, have all
written their dialect pieces, more or less, in the Scoto-Cumbrian
which prevails along the southern side of the west Border. In other
respects my inferiority to those deservedly popular writers is
sufficiently evident. But, as expositions of the folk-speech of those
parts of the County where, and where only, the unadulterated old
Norse-rooted Cumbrian vernacular is spoken, I claim for these Tales
and Rhymes the distinction of surpassing all similar productions,
excepting only the dialect writings of my friend Mr. Dickinson, and
perhaps the Borrowdale Letter of Isaac Ritson, and the Gwordie and
Will of Charles Graham. I should not omit to state, however, that Mr.
John Christian of London, and a writer who assumed the nom de
plume of Jack Todd, have evinced in their contributions to the local
press, a mastery over the dialect of Whitehaven and its vicinity
which makes us wish that their pens had been more prolific.
For the illustrations I have attempted of the speech of High
Furness and its Westmorland border, I ask no such distinction. The
dialect there, as in the adjacent parts of Cumberland, is vitiated by
an intermixture of that of the County Palatine, of which Furness
forms a portion; and as it is spoken, so, if written at all, should it be
written. These appear here for the reason already assigned for the
introduction of the Rhymes given in the dialect of Dumfriesshire.
The work rests its claims to favourable consideration entirely on its
value as a faithfully rendered contribution to the dialect literature of
the country. No higher estimate is sought for it. The production of its
various contents has been an occasional amusement indulged in
during some of the intervals of leisure and repose afforded by
pursuits of a more important, more engrossing, and it is hoped, a
more useful character, with which, had it in any wise interfered, it
had not been proceeded with. Its composition has been a relaxation,
not a task; a divertisement, not an occupation; and had its success
when published been deemed incompatible with these conditions, it
had not appeared.
Bebington,
December 18th, 1868.
 CONTENTS.
PAGE
Joe and the Geologist (Cumberland) 1
T’ Reets on’t (Ibid.) 7
Bobby Banks’s Bodderment (Ibid.) 17
Wise Wiff (Ibid.) 27
Lal Dinah Grayson (Ibid.) 37
Jwohnny, Git oot! (Ibid.) 40
The Runaway Wedding (Ibid.) 43
Billy Watson’ Lonning (Ibid.) 46
Lone and Weary (Ibid.) 50
T’ Clean Ned o’ Kes’ick (Ibid.) 53
Ben Wells (Ibid.) 57
Sannter Bella (Ibid.) 60
Branthet Neùk Boggle (Ibid.) 63
Mary Ray and Me (Ibid.) 73
The Bannasyde Cairns (High Furness.) 76
Betty Yewdale (Ibid.) 82
The Skulls of Calgarth (Westmorland.) 89
Māp’ment (High Furness.) 101
Oxenfell Dobby (Ibid.) 104
Meenie Bell (Dumfriesshire.) 113
A Lockerbye Lyck (Old Scotch.) 116
The Farmers’ Wives o’ Annandale (Dumfriesshire.) 128
A Reminiscence of Corrie (Ibid.) 131
Reminiscences of Lockerbie (Ibid.) 143
Yan o’ t’ Elect (Cumberland.) 151
Keàtie Curbison’s Cat (Ibid.) 157
Joseph Thompson’s Thumb (Ibid.) 160
Cursty Benn (Ibid.) 168
Tom Railton’s White Spats (Ibid.) 172
A Sneck Possett (Ibid.) 180
Remarks on the Cumberland Dialect 183
Glossary 189
 JOE AND THE GEOLOGIST.
A het foorneun, when we war oa’ gaily thrang at heàm,
an oald gentleman mak’ of a fellow com’ in tul ooar
foald an’ said, whyte nateral, ’at he wantit somebody to
gà wid him on’t fells. We oa’ stopt an’ teuk a gud leuk at
him afoor anybody spak; at last fadder said, middlin’
sharp-like—(he ola’s speaks that way when we’re owte sa thrang,
does fadder)—“We’ve summat else to deu here nor to gà rakin ower
t’fells iv a fine day like this, wid nèabody kens whoa.” T’gentleman
was a queerish like oald chap, wid a sharp leuk oot, grey hair and a
smo’ feàce—drist i’ black, wid a white neckcloth like a parson, an’ a
par of specks on t’top of a gay lang nwose at wasn’t set varra fair
atween t’ e’en on him, sooa ’at when he leuk’t ebbem at yan through
his specks he rayder turn’t his feàce to t’ya side. He leuk’t that way
at fadder, gev a lal chèarful bit of a laugh an’ said, iv his oan mak’ o’
toke, ’at he dudn’t want to hinder wark, but he wad give anybody ’at
ken’t t’fells weel, a matter o’ five shillin’ to gà wid him, an’ carry two
lāl bags. “’Howay wid tha, Joe,” sez fadder to me, “it’s a croon mair
nor iver thou was wūrth at heàm!” I meàd nèa words aboot it, but
gat me-sel’ a gud lūmp of a stick, an’ away we set, t’oald lang nwos’t
man an’ me, ebbem up t’ deàl.
As we war’ climmin’ t’fell breist, he geh me two empty bags to
carry, meàd o’ ledder. Thinks I to me-sel’, “I’s gān to eddle me five
shillin’ middlin’ cannily.” I niver thowte he wad finnd owte on t’ fells
to full his lal bags wid, but I was misteàn!
 He turn’t oot to be a far lisher oald chap nor a body wad ha’
thowte, to leuk at his gray hair and his white hankecher an’ his
specks. He went lowpin owre wet spots an’ gūrt steàns, an’ scrafflin
across craggs an’ screes, tul yan wad ha’ sworn he was sūmmat a
kin tul a Herdwick tip.
Efter a while he begon leukin’ hard at oa’t steàns an’ craggs we
com’ at, an’ than he teuk till breckan lūmps off them wid a queer lal
hammer he hed wid him, an’ stuffin t’ bits intil t’ bags ’at he geh me
to carry. He fairly cap’t me noo. I dudn’t ken what to mak o’ sec a
customer as t’is! At last I cudn’t help axin him what meàd him cum
sèa far up on t’fell to lait bits o’ steàns when he may’d finnd sèa
many doon i’t deàls? He laugh’t a gay bit, an’ than went on knappin’
away wid his lal hammer, an’ said he was a jolly jist. Thinks I to me-
sel’, thou’s a jolly jackass, but it maks nèa matter to me if thou
no’but pays me t’ five shillin’ thou promish’t ma.
Varra weel, he keep’t on at this feckless wark tul gaily leàt at on i’t
efter-neun, an’ be that time o’ day he’d pang’t beàth o’t ledder
pwokes as full as they wad hod wid bits o’ steàn.
I’ve nit sèa offen hed a harder darrak efter t’ sheep, owther at
clippin time or soavin time, as I hed followin’ that oald grey heidit
chap an’ carryin’ his ledder bags. But hooiver, we gat back tul oor
house afoor neeght. Mūdder gev t’ oald jolly jist, as he co’t his-sel’,
some breid an’ milk, an’ efter he’d teàn that an’ toak’t a lal bit wid
fadder aboot sheep farming an’ sec like, he pait ma me five shillin’
like a man, an’ than tel’t ma he wad gi’ ma ūdder five shillin’ if I wad
bring his pwokes full o’ steàns doon to Skeàl-hill be nine o’clock i’t
mwornin’.
He set off to woak to Skeàl-hill just as it was growin’ dark; an’
neist mwornin’, as seun as I’d gitten me poddish, I teuk t’ seàm
rwoad wid his ledder bags ower me shoolder, thinkin’ tul me-sel’ ’at
yan may’d mak a lal fortune oot o’ thūr jolly jists if a lock mair on
them wad no’but come oor way.
 It was anūdder het mwornin’, an’ I hedn’t woak’t far till I begon to
think that I was as gūrt a feul as t’oald jolly jist to carry brocken
steàns o’t’ way to Skeàl-hill, when I may’d finnd plenty iv any rwoad
side, clwose to t’ spot I was tackin’ them tul. Sooa I shack’t them
oot o’ t’ pwokes, an’ then stept on a gay bit leeter widout them.
When I com nār to Skeàl-hill, I fūnd oald Aberram Atchisson sittin
on a steul breckan steàns to mend rwoads wid, an’ I ax’t him if I
med full my ledder pwokes frae his heap. Aberram was varra kaim’t’
an’ tell’t ma to tak them ’at wasn’t brocken if I wantit steàns, sooa I
tell’t him hoo it was an’ oa’ aboot it. T’ oald maizlin was like to toytle
of his steul wid laughin’, an’ said me mūdder sud tak gud care on
ma, for I was ower sharp a chap to leeve varra lang i’ this warld; but
I’d better full my pwokes as I liked, an’ mak’ on wid them.
T’ jolly jist hed just gitten his breakfast when I gat to Skeàl-hill,
an’ they teuk ma intil t’ parlour tul him. He gūrned oa’t feàce ower
when I went in wid his bags, an’ tell’t me to set them doon in a
neuk, an’ than ax’t ma if I wad hev some breakfast. I said I’d gitten
me poddish, but I dudn’t mind; sooa he tell’t them to bring in some
mair coffee, an’ eggs, an’ ham, an’ twoastit breid an’ stuff, an’ I gat
sec a breakfast as I never seed i’ my time, while t’ oald gentleman
was gittin’ his-sel’ rūddy to gang off in a carriage ’at was waitin’ at t’
dooar for him.
When he com doon stairs he geh me t’udder five shillin’ an’ pait
for my breakfast an’ what he’d gitten his-sel’. Than he tell’t ma to
put t’ ledder bags wid t’ steàns in them on beside t’ driver’s feet, an’
in he gat, an’ laugh’t an’ noddit, an’ away he went.
I niver owder seed nor heard mair of t’ oald jolly jist, but I’ve
offen thowte ther mun be parlish few steàns i’ his country, when he
was sooa pleas’t at gittin’ two lāl ledder bags full for ten shillin’, an’
sec a breakfast as that an’. It wad be a faymish job if fadder could
sell o’ t’ steàns iv oor fell at five shillin’ a pwokeful—wadn’t it?
 T’ REETS ON’T;
BEING

Another Supplement to “Joe and the Geologist.”1

BY JOE HIS-SEL’.
HAT Tommy Towman’s a meàst serious leear—an’, like o’
leears, he’s a desper’t feùl. By jing! if I hed a dog hoaf
as daft I wad hang’t, that wad I! He gits doon aboot
Cockerm’uth an’ Wūrki’ton, noo’s an’ than’s; an’ sūm
gentlemen theear, they tak’ him inta t’ Globe or t’ Green
Draggin, an’ jūst for nowte at o’ else but acoase they think he kens
me, they feed him wid drink an’ they hod him i’ toak till he can
hardly tell whedder end on him’s upbank; an’ than they dro’ him on
to tell them o’ mak’s o’ teàls—o’ mak’s but true an’s—aboot me; an’
t’ pooar lāl gowk hesn’t gumption aneuf to see ’at they’re no’but
makin’ ghem on him. But, loavin’ surs! if he’d hed t’ sense of a gūrse
gā’n gezlin he wad niver ha’ browte oot sec a lafter o’ lees as he’s
gitten yan o’ them Wūrki’ton gentlemen (yan ’at ken’s weel hoo to
write doon oor heàmly toke) to put inta prent; an’ what mak’s yan
madder nor o’ t’ rest,—to put them i’ prent jūst as if I’d tel’t them
me-sel’. I’s nūt t’ chap to try to cum ower an oald jolly jist wid
whinin’ oot “Fadder’s deid!” when ivery body kens ’at fadder’s
whicker nor meàst on us. My sarty! he’s nin o’ t’ deein’ mak’ isn’t
fadder. Wes’ hev to wūrry fadder when his time cūms, for he’ll niver
dee of his-sel’ sa lang as ther’s any wark to hoond yan on tull. An’ I
needn’t tell any body ’at knows me, ’at I was niver t’ chap to tak’ in
owder a jolly jist or any udder feùl; an’ if I was, I’s nūt a likely fellow
to be freeten’t for what I’d done. But ther’s m’appen sūm ’at doesn’t;
an’ mebbee ther’s a lock ’at doesn’t know what a leear Tommy
Towman is, an’ sooa, bee t’ way o’ settin’ me-sel’ reet wid beath
maks, I’ll tell yé what dūd gā forret ’atween me an’ t’ jolly jist t’
seckint time he com tul Skeàl-hill.
I said afooar ’at I’d niver seen mair o’ t’ oald jolly jist, an’ when I
said that, I hedn’t; but yā donky neet last summer fadder hed been
doon Lorton way, an’ ’t was gaily leàt when he gat heàm. As he was
sittin’ iv his oàn side o’ t’ fire, tryin’ to lowse t’ buttons of his spats,
he says to me, “Joe,” says he, “I co’t at Skeàl-hill i’ my rwoad heàm.”
Mudder was sittin’ knittin’ varra fast at hūr side o’ t’ hārth; she
hedn’t oppen’t her mooth sen fadder co’ heàm,—nay, she hedn’t sa
mūch as leuk’t at him efter t’ ya hard glowre ’at she gev him at t’
fūrst; but when he said he’d been at Skeàl-hill, she gev a grunt, an’
said, as if she spak till nèabody but hur-sel’, “Ey! a blinnd body med
see that.” “I was speakin’ till Joe,” says fadder. “Joe,” says he, “I was
at Skeàl-hill”—anudder grunt—“an’ they tel’t me ’at thy oald frind t’
jolly jist’s back ageàn—I think thu’d better slip doon an’ see if he
wants to buy any mair brocken steàns; oald Aberram has a fine heap
or two liggin aside Kirgat. An’, noo, ’at I’ve gitten them spats off, I’s
away to my bed.” Mudder tok a partin’ shot at him as he stacker’t
off. She said, “It wad be as weel for sūm on us if yé wad bide theear,
if yé mean to carry on i’ t’ way ye’re shappin’!” Noo, this was hardly
fair o’ mudder, for it’s no’but yance iv a way ’at fadder cū’s heàm leàt
an’ stackery; but I wasn’t sworry to see him git a lāl snape, he’s sae
rūddy wid his snapes his-sel’. I ken’t weel aneuf he was no’but
mackin’ ghem o’ me aboot gittin’ mair brass oot o’t’ oald jolly jist,
but I thowte to me-sel’, thinks I, I’ve deun many a dafter thing nor
tak’ him at his wūrd, whedder he meen’t it or nūt, an’ sooa thowte,
sooa deùn; for neist mwornin’ I woak’t me-sel’ off tull Skeàl-hill.
When I gat theear, an’ as’t if t’ jolly jist was sturrin’, they yan
snùrtit an’ anudder gurn’t, till I gat rayder maddish; but at last yan o’
them skipjacks o’ fellows ’at ye see weearin’ a lāl jacket like a lass’s
bedgoon, sed he wad see. He com back laughin’, an’ said, “Cūm this
way, Joe.” Well, I follow’t him till he stopp’t at a room dooar, an’ he
gev a lal knock, an’ than oppen’t it, an’ says, “Joe, sur,” says he. I
wasn’t gā’n to stand that, ye know, an’ says I, “Joe, sur,” says I,
“he’ll ken it’s Joe, sur,” says I, “as seùn as he sees t’ feàce o’ me;”
says I, “an’ if thoo doesn’t git oot o’ that wid thy ‘Joe, sur,’” says I,
“I’ll fetch the’ a clink under t’ lug ’at ’ll mak’ the’ laugh at t’ wrang
side o’ that ugly mug o’ thine, thoo gūrnin yap, thoo!” Wid that he
skipt oot o’t’ way gaily sharp, an’ I stept whietly into t’ room. Theear
he was, sittin at a teàble writin—t’ grey hair, t’ specks, t’ lang nwose,
t’ white hankecher, an’ t’ black cleàs, o’ just as if he’d niver owder
doff’t his-sel’ or donn’t his-sel’ sen he went away. But afooar I cūd
put oot my hand or say a civil wūrd tull him, he glentit up at mé
throo his specks, iv his oan oald sideways fashion—but varra feùrce-
like—an’ grūntit oot sum’at aboot wūnderin’ hoo I dār’t to shew my
feàce theear. Well! this pot t’ cap on t’ top of o’. I’d chow’t ower
what fadder said, an’ hoo he’d said it i’ my rwoad doon, till I fūnd
me-sel’ gittin rayder mad aboot that. T’ way ’at they snurtit an’
laugh’t when I com to Skeàl-hill meàd me madder; an’ t’ bedgoon
cwoatit fellow wid his “Joe, sur,” meàd me madder nor iver; but t’
oald jolly jist, ’at I thowte wad be sa fain to see mé agean, if t’ hed
no’but been for t’ seàk of oor sprogue on t’ fells togidder—wùnderin’
’at I dar’t show my feàce theear, fairly dreàv me rantin’ mad, an’ I
düd mak a brūst.
“Show my feàce!” says I, “an’ what sùd I show than?” says I. “If it
cūms to showin’ feàces, I’ve a better feàce to show nor iver belang’t
to yan o’ your breed,” says I, “if t’ rest on them’s owte like t’ sample
they’ve sent us; but if yé mūn know, I’s cūm’t of a stock ’at niver
wad be freetn’t to show a feàce till a king, let aleàn an oald newdles
wid a creùkt nwose, ’at co’s his-sel’ a jolly jist: an’ I defy t’ feàce o’
clay,” says I, “to say ’at any on us iver dūd owte we need shām on
whoariver we show’t oor feàces. Dār’ to show my feàce, eh?” says I,
“my song! but this is a bonnie welcome to give a fellow ’at’s cum’t sa
far to see yé i’ seckan a mwornin!” I said a gay deal mair o’t’ seàm
mak’, an’ o’t’ while I was sayin’ on’t—or, I sūd say, o’t’ while I was
shootin’ on’t, for I dudn’t spar’ t’ noise—t’ oald divel laid his-sel’ back
iv his girt chair, an’ keept twiddlin’ his thooms an’ glimin’ ūp at mé,
wid a hoaf smūrk iv his feàce, as if he’d gitten sum’at funny afooar
him. Efter a while I stopt, for I’d ron me-sel’ varra nār oot o’ winnd,
an’ I begon rayder to think shām o’ shootin’ an’ bellerin’ sooa at an
oald man, an’ him as whisht as a troot throo it o’; an’ when I’d poo’t
in, he just said as whietly as iver, ’at I was a natteral cur’osity. I
dùdn’t ken weel what this meen’t, but I thowte it was soace, an’ it
hed like to set mé off ageàn, but I beàtt it doon as weel as I cūd, an’
I said, “Hev yé gitten owte ageān mé?” says I. “If yé hev, speak it
oot like a man, an’ divn’t sit theear twiddlin yer silly oald thooms an’
coa’in fwoke oot o’ ther neàms i’ that rwoad!” Than it o’ com oot
plain aneuf. O’ this illnater was just acoase I hedn’t brong him t’
steàns ’at he’d gedder’t on t’ fells that het day, an’ he said ’at
changin’ on them was ayder a varra dūrty trick or a varra clumsy
jwoke. “Trick!” says I. “Jwoke! dud yé say? It was rayder past a
jwoke to expect me to carry a leàd o’ brocken steàns o’t’ way here,
when ther’ was plenty at t’ spot. I’s nūt sec a feùl as ye’ve teàn me
for.” He tok off his specks, an’ he glower’t at mé adoot them; an’
than he pot them on ageàn, an’ glower’t at mé wid them; an’ than
he laugh’t an’ ax’t mé if I thowte ther’ cud be nèa difference i’
steàns. “Whey,” says I, “ye’ll hardly hev t’ feàce to tell me ’at ya bag
o’ steàns isn’t as gud as anudder bag o’ steàns—an’ suerlye to man,
ye’ll niver be sa consaitit as to say yé can break steàns better nor
oald Aberram ’at breaks them for his breid, an’ breaks them o’ day
lang, an’ ivery day?” Wid that he laugh’t agean an’ tel’t mé to sit
doon, an’ than ax’t me what I thowte meàd him tak so mickle trùble
laitin’ bits o’ stean on t’ fells if he cud git what he wantit at t’ rwoad
side. “Well!” says I, “if I mun tell yé t’ truth, I thowte yé war rayder
nick’t i’ t’ heid; but it meàd nea matter what I thowte sa lang as yé
pait mé sa weel for gān wid yé.” As I said this, it com into my held
’at it’s better to flaitch a feùl nor to feight wid him; an’ efter o’, ’at
ther’ may’d be sum’at i’t’ oald man likin steans of his oan breakin’
better nor ūdder fwoke’s. I remember’t t’ fiddle ’at Dan Fisher meàd,
an’ thowte was t’ best fiddle ’at iver squeak’t, for o’ it meàd ivery
body else badly to hear’t; an’ wad bray oald Ben Wales at his
dancing scheùl boal acoase Ben wadn’t play t’ heàm meád fiddle
asteed of his oan. We o’ think meàst o’ what we’ve hed a hand in
oorsel’s—it’s no’but natteral; an’ sooa as o’ this ron throo my heid, I
fūnd me-sel’ gitten rayder sworry for t’ oald man, an’ I says, “What
wad yé gi’ me to git yé o’ yer oan bits o’ steàn back ageàn?” He
cockt up his lugs at this, an’ ax’t mé if his speciments, as he co’t
them, was seàf. “Ey,” says I, “they’re seàf aneùf; nèabody hereaboot
’ill think a lal lock o’ steans worth meddlin’ on, sa lang as they divn’t
lig i’ the’r rwoad.” Wid that he jūmpt ūp an’ said I mud hev sum’at to
drink. Thinks I to me-sel’, “Cūm! we’re gittin’ back to oor oan
menseful way ageàn at t’ lang last, but I willn’t stūr a peg till I ken
what I’s to hev for gittin him his rubbish back, I wad niver hear t’
last on’t if I went heàm em’ty handit.” He meád it o’ reet hooiver, as
I was tackin’ my drink; an’ he went up t’ stair an’ brong doon t’
ledder bags I kent sa weel, an’ geh mé them to carry just as if
nowte hed happen’t, an’ off we startit varra like as we dūd afooar.
T’ Skeàl-hill fwoke o’ gedder’t aboo’t dooar to leùk efter us, as if
we’d been a show. We, nowder on us, mindit for that, hooiver, but
stump’t away togidder as thick as inkle weavers till we gat till t’ feùt
of oor girt meedow, whoar t’ steans was liggin, aside o’ t’ steel, just
as I’d teem’t them oot o’t’ bags, only rayder grown ower wid gūrse.
As I pick’t them up, yan by yan, and handit them to t’ oald jolly jist,
it dūd my heart gūd to see hoo pleas’t he leùkt, as he wipet them on
his cwoat cūff, an’ wettit them, an’ glower’t at them throo his specks
as if they wer’ sum’at gud to eat, an’ he was varra hungry—an’
pack’t them away into t’ bags till they wer’ beàth chock full ageàn.
Well! t’ bargin was, ’at I sud carry them to Skeàl-hill. Sooa back
we pot—t’ jolly jist watchin’ his bags o’t’ way as if t’ steans was
guineas, an’ I was a thief. When we gat theear, he meàd me’ tak’
them reet into t’ parlour; an’ t’ fūrst thing he dūd was to co’ for sum
reed wax an’ a leet, an’ clap a greet splatch of a seal on t’ top of
ayder bag; an’ than he leūkt at me, an’ gev a lal grunt of a laugh,
an’ a smartish wag of his heid, as much as to say, “Dee it agean, if
thoo can, Joe!” But efter that he says, “Here, Joe,” says he, “here
five shillin’ for restworin’ my speciments, an’ here anudder five
shillin’ for showin’ mé a speciment of human natur’ ’at I didn’t
believe in till to-day.” Wid that, we shak’t hands an’ we partit; an’ I
went heàm as pleas’t as a dog wi’ two tails, jinglin’ my mūnny an’
finndin’ sūm way as if I was hoaf a jolly jist me-sel’—an’ whoa kens
but I was? For when I gat theear, I says to fadder, “Fadder,” says I,
“leùk yé here! If o’ yer jibes turn’t to sec as this, I divn’t mind if ye
jibe on till yé’ve jibed yer-sel’ intul a tip’s whorn;” says I, “but I
reckon yé niver jibed to sec an’ end for yer-sel’ as ye’ve jibed for me
this time!”
 BOBBY BANKS’ BODDERMENT.
(A Sup of Coald Keàl het up ageàn.)

HE was ola’s a top marketer was ooar Betty, she niver

miss’t gittin’ t’ best price gā’n beàth for butter an’ eggs;
an’ she ken’t hoo to bring t’ ho’pennies heàm! Nūt like t’
meàst o’ fellows’ wives ’at thinks there’s nèa hūrt i’
warin’ t’ odd brass iv a pictur’ beuk or gūd stūff for t’
barnes or m’appen sūm’at whyte as needless for ther’sels,—Betty
ola’s brong t’ ho’pennies heàm.
Cockerm’uth’s ooar reg’lar market—it’s a gay bit t’ bainer—but at t’
time o’ year when Kes’ick’s full o’ quality ther’s better prices to be
gitten theear; an’ sooa o’ through t’ harvest time, an’ leater on, she
ola’s went to Kes’ick. Last back-end, hooiver, Betty was fashed sadly
wid t’ rheumatics iv her back, an’ yā week she cūd hardly git aboot
at o’, let alean gā to t’ market. For a while she wadn’t mak’ ūp her
mind whedder to send me iv her spot, or ooar eldest dowter, Faith;
but as Faith was hardly fowerteen—stiddy aneuf of her yeàge, but
rayder yūng,—Betty thowte she’d better keep Faith at heàm an’ let
me tak’ t’ marketin’ to Kes’ick.
Of t’ Setterda’ mwornin’, when it com’, she hed us o’ ūp an’ stūrrin,
seùner nor sūm on us liket; an’ when I’d gitten sūm’at to eat, iv a
hūgger mūgger mak’ of a way, says Betty till me, says she—“Here’s
six an’ twenty pūnd o’ butter,” says she. “If thoo was gud for owte
thoo wad git a shilling a pūnd for’t, ivery slake. Here’s five dozen of
eggs,” says she, “I wadn’t give a skell o’ them mair nor ten for
sixpence,” says she, “but thoo mun git what thoo can,” says she,
“efter thu’s fūnd oot what ūdder fwoke’s axin. When thu’s meàd thy
market,” says Betty, “thu’ll gā to t’ draper’s an’ git me a yard o’ check
for a brat, a knot o’ tape for strings tūl’t, an’ a hank o’ threed to
sowe’t wid—if I’s gud for nowte else, I can sowe yit,” says she, wid a
gurn; “than thoo mūn git hoaf a pūnd o’ tea an’ a quarter of a steàn
o’ sugger—they ken my price at Crosstet’s—an’ hoaf a steàn o’ soat,
an’ a pūnd o’ seàp, an’ hoaf a pūnd o’ starch, an’ a penn’orth o’
steàn-blue, an’ git me a bottle o’ that stùff to rūb my back wid; an’
than thoo ma’ git two oonces o’ ’bacca for thysel’.
If thoo leùks hoaf as sharp as thoo sūd leùk thu’ll be through wid
beàth thy marketin’ an’ thy shoppin’ by twelve o’clock; an’ thoo ma’
gā an’ git a bit o’ dinner, like ūdder fwoke, at Mistress Boo’s, an’ a
pint o’ yall. Efter that t’ seùner thoo starts for heàm an’ t’ better. Noo
thu’ll mind an’ forgit nowte? Ther’ t’ check, an’ t’ tape, an’ t’ threed,
that’s three things—t’ tea, an’ t’ sugger, an’ t’ soat, an’ t’ seàp, an’ t’
starch, an’ t’ steàn-blue, an’ t’ rūbbin’ stūff, an’ t’ ’bacca—I’s up-ho’d
the’ nūt to forgit that!—elebben. Ten things for me, an’ yan for
thysel’! I think I’ve meàd o’ plain aneùf; an’ noo, if thoo misses owte
I’ll say thoo’s a bigger clot-heid nor I’ve teàn the’ for—an’ that ’ill be
sayin’ nèa lal!”
Many a fellow wad tak t’ ’frunts if his wife spak till him i’ that way
—but bliss yè I leev’t lang aneùf wid Betty to know ’at it’s no’but a
way she hes o’ shewin’ her likin’. When she wants to be t’ kindest an’
best to yan, yan’s ola’s suer to git t’ warst wūrd iv her belly.
Well, I set off i’ gŭd fettle for Kes’ick, gat theear i’ gradely time,
an’ pot ūp at Mistress Boo’s. I hed a sharpish market, an’ seùn gat
shot o’ my būtter an’ eggs at better prices nor Betty toak’t on. I
bowte o’ t’ things at she wantit, an’ t’ ’bacca for mysel’, an’ gat a gud
dinner at Mistress Boo’s, an’ a pint o’ yall an’ a crack.
He wad be a cliverish fellow ’at went ta Kes’ick an’ gat oot on’t
adoot rain; an’ suer aneùf, by t’ time ’at I’d finished my pint an’ my
crack, it was cūmmin’ doon as it knows hoo to cūm doon at Kes’ick.
 But when it rains theear, they hev to deù as they deù ūnder
Skiddaw, let it fo’! an’ wet or dry, I hed to git heàm tūll Betty.
When I was aboot startin’, I begon to think ther’ was sum’at mair
to tak wid me. I coontit t’ things ower i’ my basket hoaf a dozen
times. Theear they o’ warr—ten for Betty, yan for me! Than what the
dang-ment was’t I was forgittin? I was suer it was sūm’at, but for t’
heart on me I cūdn’t think what it med be. Efter considerin’ for a
lang time, an’ gittin’ anūdder pint to help mé to consider, I set off i’ t’
rain wid my basket an’ t’ things in’t, anonder my top-sark to keep o’
dry.
Bee t’ time I gat to Portinskeàl, I’d begon to tire! T’ wedder was
slattery, t’ rwoads was slashy, t’ basket was heavy, an’ t’ top sark
meàd me het; but t’ thowtes o’ hevin’ forgitten sūm’at tew’t mè t’
warst of o’. I rūstit theear a bit—gat anudder pint, an’ coontit my
things ower and ower, “Ten for Betty!—yan for my-sel.” I cūd mak
nowder mair nor less on them. Cockswūnters!—what hed I forgitten?
Or what was’t ’at meàd mè suer I’d forgitten sūm’at when I’d o’ t’
things wid mè?
I teuk t’ rwoad agean mair nor hoaf crazy.
I stop’t ūnder a tree aside Springbank, an’ Dr.—— com’ ridin’ up
through t’ rain, on his black galloway. “Why, Robert,” says he, “ye
look as if ye’d lost something.” “Nay, doctor,” says I, “here t’ check
an’ t’ tape an’ t’ threed—I’ lost nowte—that’s three. Here t’ soat, an’
t’ seàp, an’ t’ starch, an’ t’ steàn-blue—that’s sebben—I’ lost nowte,
but I’ forgitten sum’at. Here t’ tea, an’ t’ sugger, an’ t’ rūbbin’ bottle
—that’s ten; an’ here t’ ’bacca—that’s elebben.—Ten for Betty, an’
yan for me! Ten for Betty, an’ yan for me!! Doctor, doctor,” says I,
“fwoke say ye ken oa things—what hev I forgitten?” “I’ll tell ye what
ye haven’t forgotten,” says he, “ye haven’t forgotten the ale at
Keswick. Get home, Robert, get home,” says he, “and go to bed and
sleep it off.” I believe he thowte I was drūnk; but I wasn’t—I was
no’but maizelt wid tryin’ to finnd oot what I’d forgitten.
 As I com nār to t’ Swan wid two Necks I fell in wid greet Gweordie
Howe, and says I, “Gweordie, my lad,” says I, “I’s straddelt,” says I,
“I’s fairly maiz’t,” says I. “I left sūm’at ahint me at Kes’ick, an’ I’ve
thowte aboot it till my heid’s gā’n like a job-jūrnal,” says I, “an’ what
it is I cannot tell.” “Can t’e nūt?” says Gweordie. “Can t’e nūt? Whey,
than, cūm in an’ see if a pint o’ yall ’ll help thé’.” Well, I steud pints,
an’ Gweordie steud pints, an’ I steud pints ageàn. Anūdder time I
wad ha’ been thinkin’ aboot what Betty wad say till o’ this pintin’, but
I was gittin’ despert aboot what I’d forgitten at Kes’ick, an’ I cūd
think o’ nowte else.
T’ yall was gud aneùf, but it dùdn’t kest a morsel o’ leet on what
was bodderin’ on ma sa sair, an’ I teuk t’ rwoad ageàn finndin’ as if I
was farder off’t nor iver.
T’ rain keep’t cūmmin’ doon—t’ rwoad gat softer an’ softer—t’
basket gat heavier an’ heavier—t’ top sark hetter an’ hetter, an’ my
heid queerer an’ queerer. If I stopt anonder ya tree i’ t’ wūd, I stopt
anonder twenty, an’ coontit ower t’ things i’ t’ basket till they begon
to shap’ theirsels intil o’ mak’s o’ barnish sangs i’ my heid, and I fūnd
mysel’ creunin’ away at sec bits of rhymes as thūrr—
Ten things an’ yan, Bobby,
Ten things an’ yan;
Here five an’ five for Betty Banks,
An’ yan for Betty’s man.
“Lord preserve oor wits—sec as they ūrr,” says I. “I mūn be gā’n
wrang i’ my heid when I’ve teàn till mackin’ sangs!” But t’ queerest
break was ’at I dūddn’t mak’ them—they meàd thersel’s—an’ they
meàd me sing them an’ o’, whedder I wad or nūt—an’ off I went
ageàn till a different teùn—
Says Betty—says she; says Betty till me—
“If owte thou contrives to forgit,
“I’ll reckon thè’ daizter an’ dafter,” says she,
“Nor iver I’ve reckon’t thè’ yit.”
I’s daizter an’ dafter nor iver, she’ll say,
An’ marry, she willn’t say wrang!
But scold as she will, ey, an’ gūrn as she may,
I’ll sing her a bonnie lāl sang, lāl sang,
I’ll sing her a bonnie lāl sang.
“Well! It hes cūm’t till whoa wad hae thowte it,” says I, “if I cannot
stop mysel’ frae mackin’ sangs an’ singin’ them of a wet day i’
Widdup Wūd; I’ll coont t’ things ower ageàn,” says I, “an’ see if
that’ll stop ma.” Ye ma’ believe ma or nūt, as ye like, but iv anūdder
tick-tack there was I coontin’ t’ things ower iv a sang:—
Here t’ check an’ t’ tape an’ t’ threed, oald lad!
Here t’ soat an’ t’ sugger an’ t’ tea—
Seàp, starch, steàn-blue, an’ t’ bottle to rub,
An’ t’ ’bacca by ’tsel’ on’t for me,
Here t’ ’bacca by ’tsel’ on’t for me, me, me,
Here t’ ’bacca by ’tsel’ on’t for me.
I’ll niver git heàm while Bobby’s my neàm,
But maffle an’ sing till I dee, dee, dee,
But maffle an’ sing till I dee!
“Weel, weel,” says I, “If I is oot o’ my senses—I is oot o’ my
senses, an’ that’s oa’ aboot it,—but
Loavins what’ll Betty think, Betty think, Betty think,
Loavins what’ll Betty think if Bobby bide away?
She’ll sweer he’s warin’ t’ brass i’ drink, t’ brass i’ drink, t’ brass i’
drink,
She’ll sweer he’s warin’ t’ brass i’ drink this varra market-day.
She’s thrimlin’ for her būtter-brass, her būtter-brass, her būtter-
brass,
She’s thrimlin’ for her būtter brass, but willn’t thrimle lang.
For Bobby lad thū’s hūr to feàce, thū’s hūr to feàce, thū’s hūr to
feàce,
For Bobby lad, thū’s hūr to feàce; she’ll m’appen change thy sang.
Sang or nèa sang, t’ thowtes o’ hevin’ “hūr to feàce,” an’ that gaily
seùn, rayder brong me to my oan oald sel’ ageàn. I set off yance
mair, an’ this time, I dūdn’t stop while I gat fairly into t’ foald. Faith
seed me cūmmin’, an’ met me oot side o’ t’ hoose dooar, an’ says
Faith, “Whoar t’ meear an’ t’ car, fadder?” I dropp’t my basket, an’ I
geàp’t at her! Lal Jacop com runnin oot, an’ says Jacop, “Fadder,
whoar t’ meear an’ t’ car?” I swattit mysel’ doon on t’ stean binch,
an’ I glower’t at them—furst at yan an’ than at t’ tudder on them.
Betty com limpin’ by t’ God-speed, an’ says Betty, “What hes t’e
meàd o’ t’ car an’ t’ meear, thoo maizlin?” I gat my speech ageàn
when Betty spak’, an’, hoaf crazet an’ hoaf cryin’, I shootit oot, “’Od’s
wūns an’ deeth, that’s what I’s forgitten!” That was what I said.
What Betty said I think I willn’t tell yè.”
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