Chords for James Hill, Smash The Window / St. Anne's Reel

So, uh, do you like my Canadian Aloha shirt? _
_ _ [C#] _ _ _ _ _
And, [C#m] uh, you know, Canada has been [C#] on this ukulele train for a long time.
People, a lot of people don't know this, and now with the Mighty [C#] Uke video, or the movie out there, a lot of people do know this.
Yeah, it's Mighty Uke. _
_ _ _ _ And for the first time that kind of revealed Canada's ukulele [D] underbelly. _ _ _
_ _ [C#] And in Canada we've been [A] teaching the ukulele to students [D] in their schools since the 1960s.
_ _ _ In fact, in the 70s, it was quite common for _ Hawaiian school districts to hire Canadian ukulele teachers to come to [B] Hawaii
and teach the Hawaiian teachers how to implement the ukulele program in the [D] school. _
_ Sounds like a punchline of a joke, but it's just true. _
_ _ I'm going to start a fight here. _ _
[A] High four, Koki, high four.
_ Okay. _
_ _ Peace.
_ Peace back. _
_ _ So, when I travel, and [D] quite a bit of the time, I like to bring some Canadian Aloha with me, and that means some Canadian music.
_ _ _ If this were in Canada, we would call this a kei-li, a kitchen party.
It's kind of the Canadian equivalent to a kanika-bila.
_ And we like to play music and sing and dance and, most importantly, eat and drink. _ _ _ _
_ And I like to bring this music with me when I travel. _
So I'm going to start with a couple of Canadian tunes.
These are Canadian party songs.
_ _ _ The first one is a jig called Smash the Window.
_ _ Good fun. _ _
And the second one is a reel called St.
Anne's Reel.
Here we go, a little Canadian ukulele style. _ _ _ _ _
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_ _ Okay, tricky, that part. _ _
That's something _ we will not be learning in the workshop [D] today.
_ _ _ I mean, I've been really fascinated by the rhythms that underlie the kei-li-kwa and the Nova Scotian music.
These are rhythms they do primarily with the feet.
_ And they don't just tap one foot at a time, they tap two feet at a time, and they get this kind of a sound.
_ _ [C#] _
_ _ Now that took me, I'd say a good three months to get that coordination down.
I know it doesn't look like [D] much, but you try it for yourself.
You try it.
_ You try [B] and see how easy that is.
[D] _ _ Okay, now stop.
_ [N] _ _
_ _ _ _ [G] Now the hardest thing is getting the feet going at the same time as the fiddle.
[C#] Well, of course, the fiddle is what they [D] traditionally used.
And they used to say that the old timers [G] who could do the feet and the fiddle at the same time had made [A#] a deal with the devil.
Right?
Because that's the [G] only way you could possibly do both things at the same time.
[D] _ _ I have a [C#] different theory.
_ I don't think there [G] was a deal with the devil at all, actually.
_ [C#m] You see, it was mostly men who were doing [D] this kind of work, and I think men are uniquely [F] tuned to this kind of work.
_ _ _ And the reason is simple.
It's because we have two [G] brains.
You see, [A#] we have_
_ _ [D] _ _ I don't know if I'm going to go [C#] there.
It's a matinee.
It's a matinee show.
_ _ Anyway, I'll let you figure it out.
I'll let you do the math.
But I'm going to [G] give it a whirl here just because this is the last show on the tour, and we've had a great [C#] time.
This is it.
This is the kickoff.
This is the end of it [F] all.
So I'm going to give it a whirl here.
[D] _ _ _ It's like rubbing your belly and tapping your head, only a lot harder. _ _ _ _ _ _ _
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