military service

The Minstrel Boy

~ Frank Hudson ~ 2 Comments

The Parlando Project’s thing: taking a literary poem and combining it with a piece of music isn’t a new thing. If poetry exists in every language, poetry combined with music exists in every language too, and such casual melding typically pre-dates the culture’s written poetry. We have just kept on doing it as a practical and immediate art.

This is National Poetry Month here in the U. S., but I don’t think I’m overly nationalist in the words I use here. Still, just as poetry and music go together, national and ethnic pride often takes poetry and song onto itself. W. H. Auden notably stated that “poetry makes nothing happen” but if we examine it the other way around, it’s unlikely that any great movement for change or nationhood ever has had no poetry and song associated with it.

As a poem “The Minstrel Boy”  was first published in 1813 as part of the author’s collection titled Irish Melodies, and its central image is a harp carried by a “warrior bard.” It’s therefore apt that Moore combined it with music forthwith, using what he named as a traditional Irish tune.*  Harps and lyres etc. are an extraordinarily large family of instruments, but Moore seems clearly to be writing of Ireland, where the Celtic harp has become a national symbol. At the time of its writing, Ireland was still under the long-standing, often cruel and exploitative, rule of England. Classmates of Moore had recently died in one of the periodic Irish rebellions.

Minstrel Boy

I asked alternate voice and keyboard player connected to this Project Dave Moore if his family has any connection to the liked named poet. None known, he tells me. Dave’s father preached for decades, and he wrote at least one literary short story that I read after he — one of the generation this month’s poetry anthologies were marketed for — had returned from WWII.  I told Dave’s dad his story reminded me of Hemingway. He replied “I don’t think I knew anything about Hemingway then, he was kind of avant-garde stuff at the time.”

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The song also became popular in America, though I’m not certain how rapidly it took root here — but in the year of its publication America was at war with Britain for the second time after its revolution. And by later in the 19th century, the song had currency among Irish-American immigrants.

Ironically, Moore received a British diplomatic post to Bermuda, and in 1803 he not only visited the United States but met President Thomas Jefferson. The tale I read online says the two did not hit it off, and that Moore was not impressed with American chattel slavery. **

Since those times the song (or sometimes just the tune associated with it) has been closely associated with the armed forces, police, and firefighters — folks whose sense of professional duty includes risk of death. I find that ironic too, for the song’s minstrel boy is the definition of an untrained irregular, possibly underage, untrained (he has to borrow a weapon), and more of a singer-songwriter than a SEAL Team professional. *** This is one of those cases where tradition overwhelms close reading.

I’m performing this song as part of my NPM series looking at poems from a pair of 1920’s anthologies of verse for children: The Girls Book of Verse  andThe Boys Book of Verse, and “The Minstrel Boy”  appears in one of this gendered pair of books. In each instance this month I’ve asked you to guess which one: Boys or Girls.  Today’s poem is a free square in that game, as one would easily guess this military service theme would be in the boy’s book — as it is. Indeed, The Boys Book of Verse  has an entire section, Songs of Peace and War dealing with poems about battles and military service. The editors, both women, would have had recent experience of WWI, and whatever their feeling about warfare, they must have felt that subject was something their readers or purchasers would want included for the boys.

I stop to think here — as I do as I consider the entirety of this pair of “the last Twenties” books — that the first audience for these books would go on to experience a much greater and deadlier world war.

I’m likely not one of the best singers to have sung this well-loved song, but I performed it with a full rough’n’ready rock-band arrangement as best as I could peel off in this month’s accelerated schedule. My inspiration for singing this song? A similarly not-ready-for-the-most skilled-singer-contest one, Joe Strummer, who also recorded this song. You can hear me tear through those chords asunder with the audio player you should see below. If no audio player sullies your screen, it’s because some ways of reading this blog won’t show it. This highlighted link is your alternative — it will open a new tab with an audio player.

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*The tune Moore selected, named as “The Moreen,”  was said to be a traditional tune. Wikipedia says that no one has independently found a source of this tune from before its pairing with “The Minstrel Boy’’ —  so it could be that it would have disappeared forever if Moore hadn’t tapped it for his poem about a doomed harper. That adds an air of mystery to the song, doesn’t it.

**The stirring final line stating the harpers fight was against slavery does and doesn’t require an explanation. Servitude in general, even government duties and tributes required from monarchs or tyrants, was often rhetorically called out as slavery, while American chattel slavery was totalitarian: humans — and with added cruelty, any families of those enslaved — owned in perpetuity like animals without rights of any kind. I read that this song was sung by both sides of the American Civil War — the “slavery” on one side rhetorical, the slavery on the other total and abject. When I started this post talking about the widespread tradition of nationalist poetry and song, take note: a corollary from Auden’s dictum may be that poetry and song prove nothing.

***This might be a fair poetic description of the Irish rebels that the teenage Moore knew, those who died in an ineffective rebellion. The long fight for Irish independence seems to have had an outsized portion of “warrior bards,” folks with less military experience and tactical acumen than literary and musical bona fides.

Uncle Sam Says

~ Frank Hudson ~ Leave a comment

Here’s another lyric of Waring Cuney’s used on Josh White’s 1941 record Southern Exposure.  Before I get on with presenting the song, let me briefly review who White and Cuney are.

Josh White was a Black American singer and guitarist who usually performed in the Afro-American Blues style. The Blues was a popular musical genre among Black Americans during the first half or so of the 20th century. During that century, some of the musical ideas and a great deal of the outlook and performance style of Blues were gradually absorbed into general American musical culture. As another Blues lyricist, Willie Dixon put it: “The Blues had a baby, and they called it Rock’n’Roll.” And so, when I was a young man, there were numerous young acts seeking to call attention to the centrality of Blues music to Rock music. However, most of these then young musical artists, like the majority of their audiences, were white. Unluckily, Josh White’s relationship to the Blues and it’s audiences was essentially premature — he was a man before his time.

Though White was a fine guitarist, singer, and performer who could have scuffled on the segregated Black performance circuit, for a complex set of reasons he became associated with the American political left and its largely white “Folk Music” performers. There’s a fascinating story on how that came to be that I can’t fit into a short blog post, but the shortest summary I can make of this is that equal rights for Afro-Americans was taken up as a left-wing cause, even more specifically as an American Communist cause, after the Lincoln-Grant Republican party became estranged from energetic advocacy for those rights. In the 1930s-50s era White performed for mixed, largely white audiences associated with the Left, while his contemporary Black Blues artists performed to overwhelmingly Black audiences. Want to know more? Here’s a link to an excellent blog post by Elijah Wald that explains how this premature Blues cross-over complicated White’s career. TL:DNR? Because he crossed-over before  the Sixties, he was somehow considered inauthentic.

Josh White Southern Exposure ri

A later re-issue of the White-Cuney Southern Exposure record

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Waring Cuney, as this month’s readers of this blog know, was associated with other young artists of the “Harlem Renaissance” even though his name became lesser-known than his colleagues. Always musically interested, he lent his poetic skills to White’s 1941 Southern Exposure  album. Today’s selection, where I perform one of his lyrics from that with my own music, deals with a specific area of equal-rights advocacy for Afro-Americans: military service. In 1941, the American military was segregated, and like America in general in this era, the dictum “separate but equal” was largely an absurd charade, easily tied to pervasive white supremacy and ideas of Black inferiority. Ugly stuff — but in the era just before America entered into WWII, also stupid and counterproductive.

I’m going to oversimplify and compress again, but during the Civil War and in WWI segregated American Black soldier companies had proven their abilities as fighting units, but in the between-the-wars era the US Military had reduced itself to something reflective of the plantation South or the servant-class North. Roles for Afro-American military personnel were limited. Cuney’s “Uncle Sam Says”  is a prophetic smart missile aimed at that situation. How so?

It’s a four-verse song, but let’s get on to how Cuney is able to foresee or encourage three things that became current events in the months around when White recorded his singing version of Cuney’s words.

Verse one: Black folks can’t fly combat airplanes. That takes a skilled knight of the air in the mind of the prejudiced. In the same 1941, an Air Corps unit was formed that became known as the Tuskegee Airmen. Yes, it was a segregated all-Black unit, but by 1943 they started proving their mettle.

Verse two: this one is almost eerie. American involvement in WWII combat began with the attack on Pearl Harbor. Aboard the battleship West Virginia there was a messman’s mate named Doris Miller who just before the enemy warplanes arrived was serving breakfast — as Cuney’s lyric says “Keep your apron son.” Miller was a big guy, fullback on his Texas high school team. He was deputized to help carry wounded out of fire and to aid stations on the ship while it was under attack, which he did, including being called on to carry the dying commander of the battleship to treatment. In the midst of this someone directed him to an unmanned machine gun. Miller had no machine gun training — remember, subservient roles in this Jim Crow military — but he’d hunted squirrels, and taking charge of the gun it’s said that he downed between 2 and 6 of the attacking aircraft.

Verse three: while the US hadn’t entered WWII when Cuney wrote his lyrics or when White sang them, the lyric’s prophetic claim that “when the trouble starts, we’ll all be in that same big fight” isn’t as specific as the opening two verses’ charges. Still, it’s a good point. Also note: when blindered folks maintain that the struggle for Afro-American civic equality is all about “privileges,” that it has also historically been a struggle for access to civic responsibilities too.

The last verse issues the call to action and wraps up this effective “message song.” I performed it —that’s a regular part of my encounters with the words this project explores — but if you’d like to hear Josh White’s original version here’s the link to his. The player gadget for my version is below, and if you don’t see that, here’s a link to my version. I have one more example yet from the young Black poets who published Fire!! planned if situations allow me this month, so follow this blog or check back for that.

In Memory of Colonel Charles Young

~ Frank Hudson ~ 1 Comment

A new month, and I hope to have some new pieces here with a focus on February and Black History Month. It’s also a new year, and there are now some new books and works available in the public domain that I can freely adapt for use here.

I found today’s piece “In Memory of Colonel Charles Young”  while reading one of those newly PD books, Alain Locke’s anthology The New Negro, An Interpretation published in 1925. This book was something of the premier book-length publication of what became known as The Harlem Renaissance. Unlike James Weldon Johnson’s anthology of just three years prior, The Book of American Negro Poetry, Locke’s book was a collection containing only the work of living writers, and with a particular focus on younger Afro-Americans who were just then coming to the fore. And so it is that after an introductory essay on “Negro Youth Speaks*”  by Locke that I began to read his selection of youth of his day with the first poet in the alphabetical section: Countee Cullen.

illustration of Countee Cullen by Winold Reiss from The New Negro

Locke’s The New Negro is a beautiful book too, with striking woodcuts and illustrations of the authors.

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Let me once more demonstrate the gaps in my scholarly education. I knew Cullen’s name and little else about him. The various short literary assessments I’ve since read to get some quick handle on him concentrate on his eventual estrangement from the development of Afro-American literature and poetic Modernism in general because his verse used 19th century Romantic poets as its models, and as his career progressed there was a feeling that his youthful promise didn’t sufficiently develop. After the heyday of the Harlem Renaissance passed by, Cullen in the 1940s was teaching middle school. One of the young teenagers he taught? A kid named James Baldwin.

So, what stood out as I came upon “In Memory of Colonel Charles Young”  in Locke’s anthology? Well, there’s a mystery there for one thing. The poem read alone on the page seems to evoke something, but I suspect few readers will grasp what it means. Here’s a link to the text of Cullen’s poem. For me, and probably for you, that mystery starts right-off with the title. You may well ask: who the hell is Colonel Charles Young? Why would this young Afro-American be writing a poem about him? I need to tell you a story.

It starts in 1865. The American Civil War is raging. An enslaved Black man in Kentucky, Gabriel Young, escapes to Ohio leaving his wife and one-year-old son in order to join the Union army. After the end of the war, Gabriel uses his veterans’ pension to buy some land and a house for his young family. That toddler grows up to be a very sharp student, graduating first in his class in his high school. Perhaps thinking of the way his father had used military service to advance himself, that young man, Charles Young, decides to enter the U. S. Army military academy at West Point in 1884.

To say the least this was not an established path for an Afro-American in 1884. Indeed, Charles Young was only the second Afro-American to attend, and the first had entered only the year before and would become Young’s roommate at the school. The Academy had a well-established culture of hazing and a peer-discipline system based on fellow students issuing demerits on their own initiative. These pioneering Black students where therefore subject to every racist and discriminatory action the white student body could generate, and it was all so-easily cloakable as “tradition.”

Young persevered through all that, graduated, and was given his commission as a second lieutenant. He began his career in the still segregated U. S. Army in Nebraska and Utah with an Afro-American cavalry regiment. In 1894 he was assigned to Wilberforce College back in Ohio where he established the military services department at that historically Black college. He left there to serve during the Spanish American War of 1898, commanding a Black regiment in that conflict. After that war his military career took him to various assignments, including a time as the Superintendent of Sequoia National Park, various overseas assignments with Military Intelligence working at American embassies, and even a gun battle during the Pancho Villa expedition into Mexico in 1916. By this point he had risen to become the Colonel Charles Young of Cullen’s poem’s title.

And this brought upon the most remarkable event of his career as the United States entered WWI the following year. As the U.S. mobilized rapidly to enter the war, a veteran officer with war and foreign experience like Young should have been a prime resource. A white officer with a similar resume would have been rapidly promoted to general and put in charge of one of the regiments of the newly created expeditionary force. But this situation pointed out a problem with a segregated Army: there was no way to do that without making an Afro-American the out-ranking commander of some white soldiers. If there’s one thing white supremacists can’t account for it’s that, just maybe, there might be some Black folks with every demonstrated reason to out-rank them. Drives them nuts.

The Army decided to “solve” this problem by pulling Young from active duty, declaring him unfit for the war due to high blood pressure. Young attempted to refute that claim by riding on horseback from Wilberforce college in Ohio to Washington D. C., but less than a week after he arrived, the Armistice was signed to end WWI.

Charles Young at Fort Des Moines

Colonel Charles Young at Fort Des Moines in Iowa, which was a leading training center for Black troops during WWI.

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Young was returned to active duty however, and he died in 1921 while serving overseas with Military Intelligence in Nigeria. He was buried with military honors at Arlington cemetery, and thus we have the grave that Cullen would use as the scene for his poem.

So now that you know this as you read the text of this poem, or hear Cullen’s references to Young’s career in my performance, you should have a sense of its full import, one that should inform you as we celebrate Black History Month. Charles Young gave his full measure of service to America even if America gave him back something less than that. This is an example of what history is about. You may feel anger, puzzlement, gratitude, regret, or admiration at Young’s life. It might be most appropriate to feel all of those things. One task for poets and singers, from Homer to Countee Cullen, and onto you or me, is to be the trees with tongues to tell that Cullen ends his poem with.

The player gadget to hear my performance of Countee Cullen’s “In Memory of Colonel Charles Young”  is below. If you don’t see a player to click on, you can also click on this highlighted hyperlink to play the performance.

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*There’s nothing untoward about that categorization. Odd as it seems to think of these men and women who I think of as of my grandparents’ generation as ‘youth,”  Countee Cullen was just 22 in 1925, the exact same age as our recent Inaugural poet Amanda Gorman is today.