Little Red Riding Hood Retold by Beatrix Potter and Illustrated by Helen Oxenbury

Beatrix Potter understood very well the power of hunger.  The fox and wolf she cast as villains in her two versions of Little Red Riding Hood are wily rascals whose bellies ache.  While they may be cleverer than their prey, it is not a foregone conclusion that they will get what they want.

The Tale of Jemima Puddle-duck (1908) was clearly inspired by the familiar fairy tale.  The heroine, dressed in a blue bonnet and pink patterned shawl meets a friendly gentleman with black prick ears and sandy-colored whiskers while she looks for a safe nesting place. She confides in him her secret plan to hatch eggs outside the farm and he graciously offers a convenient space cozy with feathers where she can sit on them afternoons. Luckily she also confesses where she has been going to Kep the collie dog, who immediately sees through foxy gentleman’s courtesies, recruits the fox-hound puppies as allies, and saves her silly neck—but not the eggs.

Four years later Potter retold Perrault, this time following the text very closely, adding only the woodcutters from Grimm and an original work song.   She started planning the illustrations, because photographs of a model dressed in a cape and sketches of the girl and wolf meeting on the path survive. Perhaps she set it aside during the production of The Tale of Mr. Tod (1912) with its disagreeable characters the badger Tommy Brock and the fox, barely recognizable as Jemima’s gentleman.  After Potter decided against inserting this story into The Fairy Caravan (1929), the manuscript lay unpublished until Leslie Linder transcribed it in A History of the Writings of Beatrix Potter (1971).  In 2019 Warne issued it with splendid illustrations by Helen Oxenbury that are perfectly in tune with Potter’s words.

Oxenbury, like Potter, doesn’t shy away from frightening elements in the story, believing that “Children like a little darkness.”  Drawing the wolf she found a very attractive assignment, feeling like an actor landing a juicy part of nasty customer after playing a series of ordinary characters.  The first picture of him shows the belt of his plus-fours pulled so tight after a three-days’ fast that there are pleats all the waist. He is watching behind a fence the movements of woodmen, whose presence prevent him from going home when Red Riding Hood unexpectedly pulls the gate open.  Not daring to attack her, he strikes up a conversation.  No wiser than Jemima, she answers his questions without realizing she has just shown him how easily she might be caught.  He proposes they take different ways to granny’s and see who gets there first. He runs all the way there, sneaks through the garden to the door,  gains entrance under false pretenses and gets right down to what he came for.  Decisive, energetic, and thorough, that’s a starving carnivore.

Far quieter are the pictures where the main figure is Red Riding Hood. Oxenbury is alive to humous elements in Potter’s text, but keeps her illustrations a little sharp underneath the prettiness, as in the one where Red Riding Hood’s mother and gran fuss over the little girl: “Her mother was fair silly about her and her granny was sillier still.” Red Riding Hood’s walk through the fields and forest to her grandmother’s capture the beauties of an English summer day, the light, the leafy trees, the long grasses, and nodding flowers. When the little girl dawdles along the way, gathering a posy for her granny, picking nuts and strawberries, time seems to stop.  The next opening, where the sun is so low that she looks behind her nervously as it someone might be following her, even though she has seen no one since she left her mother’s house except for the wolf, is a reminder that the story will play out as it must. Even when Red Riding Hood sees her “granny” sit up in bed, inspecting her as coldly as the fox did Jemima, she can’t put two and two together.  So she continues to sit beside him in her grandmother’s clothes, asking questions about the surprising change in her appearance–arms and ears, which have sprouted coarse, bristly hairs, eyes, which look jaundiced, and big, strong, sharp white teeth.  Well, that is the end of her.

Oxenbury had the last laugh when she sets up a plausible final confrontation between the woodmen and the wolf, now so bloated from gorging that his unbuttoned trousers are pulled up to his arm pits.  He has just heard the woodmen’s shouts in the distance as they pursue him.  Beating them to his door seems a long shot when his ankles are so swollen above his two-tone Oxfords.  And that’s there the illustrator leaves it, offering comfort for the sensitive and rough justice for bloody-minded.  Even though she didn’t write it, Potter would have appreciated this marvelous ending.

Neither version of Little Red Riding Hood would be so satisfying if Potter had changed the natural dynamics between the predators and the prey  because the implicit violence might be too much for her readers.   But even city kids know that real foxes and dogs will and do eat other animals, so why not ducks and their eggs?  Kep rescued Jemima because it was his job as the farm dog, but some children may grasp that the chance to destroy his enemy the fox was probably just as strong motive.  Many children see that the wolf was not looking for a little girl to eat, but when one crossed his path and talked to him, she became fair game.  Of course, there will always be extremely sensitive children who are better shielded from stories like this until they can handle them, if and when the time comes. In the best twice-told tales, the story teller keeps alive in the reader a scrap of hope that somehow this time the victim will escape. The predators here would have to change their natures and stop hunting for that to happen.  Potter and Oxenbury quietly demonstrate why that this cannot be, but suggest that stranger things do occasionally happen.

Picturing Education: Students, Teachers, and Classrooms in the Catalogue of the Cotsen Children’s Library

The last two volumes of the Catalogue of the Cotsen Children’s Library, a comprehensive index, have just been published, bringing this huge project to completion.  This post will offer a survey of the pictures of children appearing in the preliminary pages of the eight volumes that illustrate the subject of teachers and pupils interacting in traditional and innovative classrooms.

A Compendious System of Astronomy, in a Course of Familiar Lectures of 1797. London: J. Wallis, 1799. (Cotsen 31780)

The frontispiece to vol. 1 of the pre-1800 imprints is a portrait of Margaret Bryan, a pioneering science educator for girls that appeared in her first such work, A Compendious System of Astronomy, in a Course of Familiar Lectures of 1797 (Cotsen 31780).  The two young ladies are her daughters; this plate was engraved by William Nutter after a painting by Samuel Shelley.   Bryan represents just one of many women writers for children whose works are described in the catalogue; she was unusual for attaching a likeness of herself in her book.

Grammatica. Die Sprachkunst. Augsburg ; Paris: J. Jacques Haid : Gilles Rosselin, [ca. 1720]. (Cotsen 38458)

Mothers are frequently portrayed in their role as their children’s first teacher.  It is no surprise that the allegorical figures of instruction and grammar are also represented as females, as in this mezzotint print ca. 1720 engraved by J. Jacques Haid after a painting by Hans Rottenhammer (Cotsen 38458) used as the frontispiece to the second volume of the index.  The rather masculine-featured woman solemnly shows a toddler a tablet of the letters of the alphabet, the first step towards literacy.  The child seems engaged by the task he is being set.

[Original watercolor for “Alice’s Alphabet”]. (Cotsen 18123)

Children like the play the part of teacher.   This little girl is too old for the alphabet blocks scattered on the floor, so perhaps she is preparing the doll in her lap for a lesson. This detail from a drawing in ink and gouache (Cotsen 18123) by British artist Helen Jacobs, possibly for Alice’s Alphabet.

Jessie Wilcox Smith’s picture of a studious girl biting the end of her pencil from Carolyn Wells’s The Seven Ages of Childhood from 1902 (Cotsen 18997) was chosen as the frontispiece for the second volume of twentieth century imprints.  We take for granted  girls’ right to an education, but some illustrations in early modern school books are reminders that they were not welcome until comparatively recently, and if they were present, very much in the minority.  The title page vignettes for the pre-1800 volumes, The Parents’ Best Gift: or, The School of Learning [between 1748 and 1776} (Cotsen 26265) and Edward Coote’s The English School-Master (1658) (Cotsen 34054).

The Parents’ Best Gift. Bristol ; Worcester ; Gloucester: J. Wilson: H. Barrow: M. Cook, [ca 1720s]. (Cotsen 26265)

The English School-Master. 29 time imprinted. London: Printed by R. & W. Leybourn, for the Company of Stationers, 1658. (Cotsen 34054)

Documenting the history of visual learning was a subject very close to the donor Mr. Cotsen’s heart, so illustrations of learning spaces full of pictures were essential.  If they really represent actual classrooms used for instruction, they were simply spectacular.  This spacious room shown in the frontispiece to the second volume of the pre-1800 imprints comes from the picture dictionary Primitiva latinoe linguoe circa 1736 (Cotsen 1088).

Primitiva Latinae Linguae. Nürnberg: Verlegts Peter Conrad Monath, [1761]. (Cotsen 1088)

This one, which opens out into a formal garden,makes an extensive gallery and a collection of scientific instruments available to the pupils.  It was taken from Sechzig eroefnete Wekstaette der gemeinnuezigstem kuenste und Handwerk fuer junge Leute of 1789 (Cotsen 91643).

Sechzig eröfnete Werkstätte der gemeinnüzigsten… Vienna: Joseph Edlen von Kurzbeck, 1789. (Cotsen 91643)

The illustration by Adrien-Emmanuel Marie of the father indulgently watching his son intent on assembling a jigsaw puzzle serving as the frontispiece to the L-Z volume of nineteenth-century imprints brings us back into the home, an important site for learning, especially in families that could afford novel aides to education.  This came from Jules Jouy’s Le chanson de joujoux of 1892 (Cotsen 3253), as does the final picture in the post, a critical reminder that all work and no play makes Jacques a dull boy…

La Chanson des Joujoux. Paris: Henri Heugel, [1892]. (Cotsen 3253)

(Cotsen 3253)

Special thanks to Stephen Ferguson, Associate University Librarian for External Engagement and designer Mark Argetsinger, who together made Mr. Cotsen’s dream of a fabulously illustrated multi-volume catalogue of his collection a reality.  As all of us who worked on this massive project can testify, along with the great children’s poet Kornei Chukovskii,  “Ach!  It’s no light task to pull a hippo from the marsh!”  Thanks for persevering!

The volume 1 team. Mr. Cotsen is to the far right. Stephen Ferguson second to the left.