Introduction
This essay explores the initial steps in crafting a college-level essay on children’s literature, focusing on the iconic tale of Little Red Riding Hood as presented in two distinct versions by Charles Perrault and the Brothers Grimm. By introducing these versions alongside their cultural and historical contexts, this paper aims to provide a foundational approach for students to build a nuanced analysis. The essay will first outline the key features of each version, then examine the cultural and historical influences shaping these narratives, and finally offer insights into structuring such discussions in academic writing. Understanding these elements is essential for appreciating the evolution of children’s stories and their societal implications, a core concern in the study of children’s literature.
Overview of the Two Versions of Little Red Riding Hood
The story of Little Red Riding Hood, a staple in children’s literature, varies significantly between Charles Perrault’s 1697 version and the Brothers Grimm’s adaptation in 1812. Perrault’s tale, published in his collection *Histoires ou contes du temps passé*, presents a cautionary narrative rooted in moral instruction. In his story, Little Red Riding Hood is a naive girl who falls victim to the wolf’s trickery, ultimately being devoured with no rescue, reflecting a stern warning against disobedience and trusting strangers (Perrault, 1697). This version lacks the redemptive ending later popularised, highlighting its role as a moral fable for young readers in 17th-century France.
In contrast, the Brothers Grimm’s rendition, featured in their Children’s and Household Tales, offers a more hopeful resolution. While maintaining the theme of danger, their Little Red Riding Hood is saved by a huntsman who rescues both her and her grandmother from the wolf’s belly (Grimm and Grimm, 1812). This alteration introduces a sense of justice and safety, arguably softening the tale for a broader audience in 19th-century Germany. Analysing these differences is a critical starting point for an essay, as it reveals how the same narrative can serve divergent purposes depending on its historical and cultural framing.
Cultural and Historical Background
The cultural and historical contexts of Perrault and the Grimms provide essential insights into their storytelling choices. Perrault wrote during the reign of Louis XIV in France, a period marked by strict social hierarchies and an emphasis on courtly manners. His tales, often directed at an aristocratic audience, aimed to instil moral lessons in children, reflecting the era’s focus on obedience and decorum (Zipes, 1993). His fatal ending for Little Red Riding Hood thus serves as a stark reminder of the consequences of straying from societal norms.
Conversely, the Brothers Grimm compiled their stories in early 19th-century Germany during a time of romantic nationalism. Their work sought to preserve folk traditions amidst industrialisation and political upheaval, often infusing tales with moral and cultural values suited to a burgeoning middle-class readership (Zipes, 2002). The rescue motif in their version may reflect a desire to offer reassurance and uphold familial protection, aligning with contemporary ideals of security and moral resolution. Recognising these contexts enables students to frame their essays with a deeper understanding of how external factors shape narrative content.
Structuring the Introduction in an Essay
When beginning a college essay on this topic, students should craft an introduction that briefly outlines both versions of Little Red Riding Hood and signals the importance of their historical contexts. Start with a broad statement about the significance of fairy tales in children’s literature, then narrow the focus to Little Red Riding Hood as a case study. Mention Perrault’s moralistic approach and the Grimms’ redemptive narrative as key points of comparison. Furthermore, indicate that cultural and historical backgrounds—such as 17th-century French morality and 19th-century German nationalism—will inform the analysis. This sets a clear direction for the essay and demonstrates an awareness of broader themes in the field.
Conclusion
In summary, starting a college essay on Little Red Riding Hood involves introducing the distinct versions by Charles Perrault and the Brothers Grimm while grounding them in their respective cultural and historical contexts. Perrault’s cautionary tale reflects 17th-century French moral concerns, whereas the Grimms’ adaptation offers a more optimistic resolution suited to 19th-century German sensibilities. By outlining these elements in the introduction, students can establish a logical foundation for deeper analysis. Indeed, understanding these backgrounds not only enriches the interpretation of the texts but also highlights the adaptability of children’s literature to different societal needs. This approach encourages critical engagement with the material, a vital skill in academic writing, and prompts further exploration of how historical contexts continue to shape storytelling today.
References
- Grimm, J. and Grimm, W. (1812) *Children’s and Household Tales*. Berlin: Realschulbuchhandlung.
- Perrault, C. (1697) *Histoires ou contes du temps passé*. Paris: Claude Barbin.
- Zipes, J. (1993) *The Trials and Tribulations of Little Red Riding Hood: Versions of the Tale in Sociocultural Context*. London: Routledge.
- Zipes, J. (2002) *The Brothers Grimm: From Enchanted Forests to the Modern World*. Basingstoke: Palgrave Macmillan.
