Made by A Child: “Un Crime Effroyable”: A Murderer Brought to Justice in Six Frames

This wall hanging (or poster, if you prefer) was purchased back in 2016, a little ahead of the rise in scholarly interest in children’s creations as outsider art, whether found in illustrated magazines, homemade booklets, or copybooks. Like most pieces of this sort, it presents a mystery about its creator and when and why it was made without offering up enough clues to solve it.  It caught the eye of Ian Dooley, then Cotsen’s curatorial assistant and he wrote a post about his investigation.

The boy who made it probably liked the French equivalent of blood-and-thunders–nineteenth-century popular fiction full of adventure, crime, overheated dialogue, stereotypes and lurid illustrations.  It reminds me of Booth Tarkington’s Penrod, hiding in the carriage house, filling a notebook full of a serial narrative that could have included a story like this one.  Give Ian’s post a pass if you’d rather not look at illustrations of a drunk being stabbed, his body lying in its own blood in the road, a man brandishing a gun, and a public execution.

One of our newest acquisitions here at Cotsen is an example of juvenilia,or a work created by a child writer/artist (we apply it to works made by children who did not grow up to be famous).  This particular piece is a cleverly illustrated French-language poster presumably created and inscribed by J. M. Legeay (Jean-Marc?) September 1896 (see final panel). The poster tells a story in pictures about a murder and what ensues after the despicable act, complete with a sobering moral.

Although this murder is resolved and justice is meted out, many mysteries surrounding the piece itself.  Where was it made?  Who made it? Why was it made?  Without further ado: Un Crime Effroyable [A terrible crime].

Un Crime Effroyable

This handmade poster in ten panels of paper with a folding cardboard border is illustrated in crayon, ink, watercolor, and pencil.   All the panels are backed on black linen cloth and is carefully designed so that it can be hung on the wall or neatly folded up.

The top two panels bear a decorative title:

(Notice the string for hanging and the torn hanging hole on the left.)

(Notice the string for hanging and the torn hanging hole on the left.)

From these physical facts we might infer that this item was diligently worked on by a young (and presumably amateur artist) with a good degree of skill.  It would have taken several hours at least to illustrate, cut, lay out, and paste down on the backing.  But we don’t get a clear indication of why he spent so much time creating it.  Legeay probably didn’t create a this story of crime and punishment just for his own amusement. Rather, it seems possible that it might have been  a school assignment, an exercise in moral education.  Let’s see what the young man learned…

Un Crime Effroyable, first panelIn this first scene there are two characters: a middle-class fop in bright yellow pants, who has just left the wine and liquor store in the background, and a small green blob in the middle distance, whom we soon learn is the malefactor.

Un Crime Effroyable, second panelHere, with no explanation, our friend with the cherubic face who is feeling no pain is stabbed by a mustachioed assailant.  But notice  how the clothes of the victim and the murderer identify their respective classes.  The bourgeois with his top hat and parasol  is cut down by a working class man in his plain green coat and matching kepi. At this point we might ask if this is an illustration of class conflict; an instance of a working-class man preying on a defenseless middle class-man by a middle-class child evincing a common bourgeois fear of  the supposedly brutal and violent lower class. Of course, the artist Legeay is just a child and foisting a propagandist motivation upon him may not be warranted.  I believe he is just reflecting the world views around him in a school assignment.

In this next scene two officers happen upon the hapless body of our victim. Notice their spurs . . . but lack of horses to use them on.

In this next scene two officers happen upon the hapless body of our victim. Notice their spurs . . . but lack of horses to use them on.

The killer smokes his victim's pipe, the scoundrel!

The killer smokes his victim’s pipe, the scoundrel!

Our murderer contently relaxes in a local café after his grisly deed, as the be-spurred officer enters. In this panel are the first clues as to the place of origin for this poster. On the door is written “Café” and “Cidre.”  “Cidre” is French for cider, specifically the kind produced in Normandy and Brittany. This familiarity with cidre might be an indication that Legeay is from one of these regions (or just a budding drunk).  But as we will see, there is other evidence that points in a very different direction.

The murderer, sandwiched between spurs, is apprehended and clearly startled.

The murderer, sandwiched between spurs, is apprehended and clearly startled.

Here our guilty man seems repentant and regretful at the Assize Court. Notice the second sign in the background: Etres Sans Frapper (enter without knocking).

Here our guilty man seems repentant and regretful at the Assize Court. Notice the second sign in the background: Etres Sans Frapper (enter without knocking).

Un Crime Effroyable, guillotine sceneIn this scene the action of the story comes to a close.  Our killer is  escorted to a smiling executioner manning the infamous guillotine.The perpetrator’s escorts are none other than our officers-in-spurs and a crucifix bearing priest. This panel, however, shows us more than just the moments leading up to our murderer’s death. Look closely at the left side of the illustration and you might just be able to make out the most puzzling feature of this item, what appears to be debossed text reading: Hollonge.

Provided here are two closer images of the text (one vertical, one horizontal):

closer image of the text, vertical

closer image of the text, horizontalThis text could be a hand-written inscription or  a trade mark on the paper itself. It seems unlikely that it is the debossed trade mark of a paper manufacturer named Hollonge, because the mark does not appear on any other panel of the poster and no such company was turned up in my research. So it might be an inscription. But who wrote it and why? What does it mean?

“Hollonge” might be a corruption of  “Hollogne,”  or short hand for the town of Grâce-Hollogne in the Ardennes.   But Grâce-Hollogne, it turns out, is located not in France, but in Belgium. Bu tif the poster is from Belgium, why the text is written in French?  The Ardennes is located in the province of Liège in the region known as Wallonia and Walloons are French speakers.  So perhaps Legeay was a Walloon.

The word “Hollonge”  seems to have been etched by a tool. It is composed of recessed markings and some of the strokes appear too thick to have been written by pencil or pen. However it was made, it appears to have been a mistake:if the word is supposed to be “Hollogne,” it is spelled wrong. Furthermore the final character “e” also resembles an “l”. Maybe Legeay wrote “Hollonge”  by mistake, which is  possible because he made spelling errors elsewhere.  But why would Legeay write the place of origin on his own work? Surely he knew (and doesn’t need to share) where he lived and where he made the poster. Though the erroneous word is an inscription, it probably isn’t Legeay’s.

It’s more reasonable to assume that the inscription was written by a later owner of the work, perhaps a collector of juvenilia or an antiquarian bookseller. This owner was probably French, considering that “Hollogne” is written with two l’s  rather than with one, which is the Wallonian spelling. The word might have been erased because of the spelling error or because the attempt to place the origin of the work in Hollogne was unfounded.

With the limited evidence we have, all I can do is offer a few guesses about this work’s place of origin. Does the mention of “cidré” point towards Normandy or Brittany or does “Hollonge” point to Belgium?   We would need more information to make this call.

But what we can be more certain of is that Legeay is probably a middle-class boy, that he was a better illustrator than he was a speller. This brings us to the final panel:

The tricolour banner, using the three colors of the French flag, directs the possible origin of the work back towards France; or at least informs us that Legeay is a Francophile.

The tricolour banner, using the three colors of the French flag, directs the possible origin of the work back towards France; or at least informs us that Legeay is a Francophile.

In the bottom right hand corner of the work we get our autograph: J M Legeay. Considering that the "m" is so diminutive, it might denote the second half of a hyphened name. A common name of this form, was (and still is) Jean-Marc. "Sep R/96" I take, for obvious reasons, to represent the month of Septembre (September) and the year 1896.

In the bottom right hand corner of the work we get our autograph: J M Legeay. Considering that the “m” is so diminutive, it might denote the second half of a hyphened name. A common name of this form, was (and still is) Jean-Marc. “Sep R/96” I take, for obvious reasons, to represent the month of Septembre (September) and the year 1896.

This final panel delivers the coup de grâce of the piece, a moral from our insightful creator that caps off the story: “N’assasinez point et vous n’serez point gigotiné” [Don’t murder and you won’t get the guillotine]. Pointedly, young Legeay has spelled two words wrong: “assasinez” is missing a the second double ess (“assassinez”) and the spelling of that last word, “gigotiné,”  instead of the Francophone “guillotine.” Legeay was much more careless with the text than with his illustrations. I don’t think the boy was as motivated to draw out the moral lesson as in illustrating violence (probably to the chagrin of his teacher).

But let’s return to that very odd word “gigotiné.” It might be indicative of more  a child’s bad spelling. Using “gigotiné” might prove that Legeay was cleverer than he appears. “Gigotiné,” if spelled this way on purpose, has a double meaning. Not only does it denote the guillotine, it also associates another word with that infernal machine: “gigotin,” a prepared leg of lamb. Coupled with this association, “gigotiné” reminds us of the outcome of the guillotine.. It’s tongue and cheek, of course, and  probably not meant to be taken too seriously. It was probably a common euphemism; not something Legeay came up with himself.

I can't help but wonder if this piece was ever hung, and where it might have been displayed. Would Legeay's parents have let that proud child hang this in their living room?

I can’t help but wonder if this piece was ever hung, and where it might have been displayed. Would Legeay’s parents have let that proud child hang this in their living room?

This gory but humorous poster is still shrouded in mystery.  I’ve tried my best to explain who might have made this work and why they might have made it, but my interpretation of this child’s work should be taken with a grain of salt.  Though this poster begs more questions than it provides answers, it is nevertheless a bracing look into how a child represented with gusto gory murders and swift guillotines.

Releasing Girls’ Creativity at the Emmy Zweybruck-Prochaska School in 1920s Vienna

Type two words—“creativity” and “children”—into the search bar, hit the magnifying glass icon, and watch the results cascade down the screen.   The tenor of all these hits to scholarly articles in psychology, curriculum on public television for carers, websites devoted to child development, Ideas.Ted.com, etc. is unlocking every child’s imaginative potential is crucial to their intellectual and emotional progress.

Art instruction emphasizing creative self-expression through craft projects is believed to be among the best ways of opening up children’s minds to this process.  The idea that children should be inspired to discover within the seeds of creativity and to release their individuality through art for its own sake rather than to prepare for careers  dates back to early twentieth-century Vienna.  Franz Cizek (1765-1943), the most celebrated professor of art education of his generation, promoted a method which encouraged pupils to teach themselves, discarding the traditional formal study of technique for the exploration of a wide variety of media.

Cizek’s course  inaugurated in 1903 at the School of Applied Arts, with its strong ties to the Viennese Sezession, was not the only place in Austria where boys and girls were taught according to this philosophy.  Emmy Zweybrück-Prochaska (1890-1956) opened a school just for girls in 1915.  nfluenced by Cizek’s progressive, “permissive” methods, she brought deep interests in applied design, and the so-called naïve design language of  indigenous peoples, and women’s handwork in the textile arts.  Zweybruck parted company from Cizek in her practice in bringing out self-expressive potential through achievement of technical proficiency  and her dedication to training both amateurs and young women aspiring to careers as artists.

A sample of work by some of Zweybruck’s students has been preserved in the Cotsen collection.  Among the most delightful are the hand-drawn postcards.  The assignment seems to have been to illustrate the front of a commercially printed card and write a message to their teacher.  The illustration shown below is signed “E. C.” and the signature is “your Evelyn.”   The back is postmarked “1916.”   Lisbeth Haase is one of the most accomplished artists in the archive.  Here is her design of a girl watering a cactus for a postcard.  The black and white drawing is the right-hand half of a frame for a double-page spread in a book.  The third is a clever jumble perhaps of Lisbeth’s favorite things or an assortment of subjects Zweybruck suggested be incorporated into some kind of picture.The largest group reflects the method’s foundational principle of letting children try their hands at different media and includes linocuts, collages, papercuts, and drawings, some signed by the young creators.  One of Zweybruck’s techniques was to read aloud detailed descriptions or little stories lasting around 5 minutes and allowed the students “to find their way as best they can and will” in their responses. One day’s project must have been based on the legend of St. George and the dragon and it’s fascinating to notice the differences between these two attempts.  Unfortunately they are both anonymous designs.Perhaps this whimsical collage of an elephant by “N. J.” was a design for a toy or figurine.  N. J. used silver paper and sequins in addition to different colored papers.The horizontal borders in watercolor or cut papers are unsigned, but the linocut of the fence is credited to Zviki Abramowicz.  The unsigned designs for borders range from abstraction to the highly stylized “primitive. It’s also possible to compare two versions of the same image within the archive.  This design was executed in black and white and in full color.  The black and white version of the Virgin and Christ Child was mounted on the same sheet as a quick sketch of several faces.  This ambitious image is also unsigned.In the coming months, all the materials by Zweybruck’s students in the collection will be reorganized so they will be more accessible to researchers.  The names of all the students who signed their work will also be recorded.  Perhaps someone some day will try to identify the girls who studied with Zweybruck and establish how many went on to be artists.