Comparing Tales And Perrault's Little Red Riding Hood

Writers spanning over different periods have appropriated the Little Red Riding Hood tale to outline the beliefs of children and childhood within their given eras. Perrault’s account of the tale highlights the beginning of literature as a form of early childhood education, within it, places a value of creating rules and boundaries for children within the seventeenth century. Juxtaposed to this, Dahl’s version affirms modern perceptions of children, subjecting literature as a form of enjoyment and empowerment for children. Both tales use characterization and colour to affirm similar and differentiating assumptions of children, representing principles of the given society.

Perrault’s Little Red Riding Hood emphasises the patriarchal society

within the seventeenth century, appropriating the tale to educate young women of the dangers of men. However, through characterizing the protagonist as the “prettiest” (1999, p. 11) girl and cloaking her in red Perrault sexualizes the child, emphasizing a woman’s sexuality as innately debase and sinful. Shavit suggests the tale “represents all sorts of people whom a village girl must beware of” (1999, p. 325), emphasizing Perrault’s version to assert the naivety of girls within that era by identifying the wolf as a representation or sexual predators. Perrault’s adaptation ultimately emphasizes the belief that “pretty, well-bred, and genteel,” girls will be taken advantage of if they “listen to just anyone.” (1999, p. 13) The “tragic ending” (Shavit 1999, p. 325) endorses the values the society places on young girls, and Perrault’s tale is used to educate the implied readers on the dangers of their sexuality and ignorance.

Juxtaposed to this, Dahl’s parody reflects the modern movement of gender equality and the increasing empowerment of women, whilst also maintaining aspects of Perrault’s tale.

Dahl’s account educates implied readers on their own strength and highlights the modern societal view of independence as a major aspect of maturing; this is evident through the characters development by calling her by “miss” rather than a “little girl” (1999, pp. 21-22). The “cloak of red” is reminiscent of Perrault’s symbol of passion and sexuality, however, Dahl’s use of the cloak acts to endorse a woman’s power. Similarly, Dahl’s characterizes the wolf’s “leer” (1999, p.21) as suggestive of a sexual and predatory act, drawing upon Perrault’s versions suggestions of the dangers of men whilst also endorsing a modern perspective of the independence and empowerment of women. As Perrault’s protagonist undresses to get into bed with the wolf, Dahl further hints at the aforementioned tale through the mention of the child’s “knickers” however, affirms the view of empowering woman as “she whips a pistol from her knickers.” (1999, p. 22) This signifies the message of a woman’s sexuality as a form of inner strength; as this tale is for “didactic reasons” (Crago 2003, p. 164) and further enforces the modern approach on gender equality and empowerment of woman in contrast to the early views of oppressing women though rules and boundaries or their own protection as evident in Perrault’s

tale.

Both stories emphasize the assumptions of children within their respective societies. Perrault’s work highlights the ideas of children, namely females, as ignorant and naive, whilst also suggesting that to deter from rules and order will lead to dangerous outcomes. Furthermore, the tale projects young girls as to blame for these situations due to their lack of following rules. This tale enforces the seventeenth century’s value on controlling children as to prepare them for conventions of adulthood; woman are to follow direction and men are to express masculinity through strength and violence. Perrault addresses these ideas in the moral and affirms the social perception of children as needing guidance and rules of the time. Dahl’s parody challenges Perrault’s version and instead affirms modern principles of Childhood. As Crago suggests, “Now our children wander unprotected in the cyber forests of the internet, where predatory wolves still roam” (2008, p. 177), and Dahl, rather than suggesting boundaries, educates the implied audience to learn to protect themselves, that to become independent is to mature and ultimately prepares children to think separately and to develop a sense of inner strength. Both tales are representative of the beliefs of the societies they are written within and are projections of the assumption of children.

The tale of Little Red Riding Hood is a basis used by authors to educate children on differentiating ideas. Perrault affirms the use of literature for educational purposes, acting to inform the intended reader of the value of rules and obedience, whilst warning the implicit readers of the dangers if one were to ignore them. This is symbolic of the family importance within the seventeenth century and further highlights the assumption that children need to be ruled and guided to preform as proper adults. Likewise, Dahl acts to inform his implied readers that developing inner strength and empowerment, primarily directed at female reader, is a key aspect of maturing and reflects the modern values of independence. Both tales representing the given societies values and views on children and childhood effectively.