140 Translate It. Suggests That Cannibalism Was Not Unknown In

Total Page:16

File Type:pdf, Size:1020Kb

140 Translate It. Suggests That Cannibalism Was Not Unknown In 140 VILLAINS FROM NAGS TO WITCHES '4 1 Not all female villains in the Grimms' fairy tales indulge a taste for human flesh. Many are experts in the art of weaving spells: these are translate it. the witches and enchantresses for whom uttering curses rather than devouring children is the preferred mode of oral expression Nearly all the stock characters of fairy tales-not just female vil- lains-are blessed (or cursed) with the gift of casting spells. When one fairy-tale father, for example, denounces his sons in a moment of irritation for their frivolous ways and utters the fateful wish that they turn into ravens, he finds himself suddenly endowed with mag- suggests that cannibalism was not unknown in ical powers. No sooner has the wish escaped his lips than he hears the beating of wings and silently watches seven ravens fly into the distance. Variants of the tale of the seven ravens suggest that such rash imprecations, whether uttered by fathers or by mothers, are in- stantly translated into reality. In "Twelve Brothers," it is the sister of the twelve boys who bears the blame for their transformation into her threat; the account may he llished by the all-ton-lively ravens, though some versions implicate the children's stepmother in the guilty act. In yet another tale of enchanted male siblings ("Six elected to include this kind o nt in their collection. Clearly, Swans"), a woman turns her stepsons into winged creatures when she flings six magical shirts over them. While the spells cast in all fairy tales and the facts o ay life, or at least the most sensa- three tales are equally effective, only one of the three transforma- tions arises from a willful act of premeditated evil. It is the step- The many faces of nal evil in fairy tales represent the ob- mother alone who deliberately takes advantage of magical powers to harm her six stepchildren. Nearly the entire cast of characters in fairy tales may possess supernatural powers, yet it will be obvious to the habitual reader of these tales that stepmothers are the principal agents of enchantment. birth to them. Stepmothers stand as an abiding source of evil in countless fairy tales, and it is no accident that they rank among the most memora- ble villains in those tales. Folklorists would be hard pressed to name st of their victims with magnanimous maternal be- a single good stepmother, for in fairy tales the very title "step- reveal their true colors as cannibalistic monsters. The mother" pins the badge of iniquity on a figure.7 One can safely ar- "Hansel and Gretel," for example, uses her tasty house gue that the phrase wicked stepmother, which has a nearly formulaic ring to it, is pleonastic. The vast majority of the Grimms' stepmothers actively persecute not their stepsons, but their stepdaughters, who consequently take on the role of innocent martyrs and patient sufferers. If the step- VILLAINS 142 FROM NAGS TO WITCHES '43 mothers are not literal witches, they possess qualities that place the woods; and evil mothers-in-law make their presence felt in the them firmly in the class of ogres and fiends. As alien intruders, they castles that serve as a second home for fairy-tale heroines. That disturb the harmony among blood relations. They may not always these figures share not only a common function but also a single have the power to perform a metamorphosis from woman to beast, identity becomes clear on closer inspection of the tales in which they but they can turn even the most aristocratic and beguiling girl into imperil innocent young children. the humblest of scullery maids. By contrast to the sorceresses who Let us begin by taking a more careful look at stepmothers and work behind the scenes in tales of enchanted young boys, they re- cooks. Snow White's stepmother is perhaps the most infamous step- main visible, palpable presences in fairy tales that chart the shifting mother of them all. But is she really a stepmother? In the first edi- fortunes of heroines who have lost their biological mothers and tion of the Ntlrsery and Household Tales, Snow White's mother never await rescue by dashing young princes or kings. dies; her vanity and pride turn her into an ogre who orders her Biological mothers, as noted earlier, seldom command a central daughter murdered; she then devours what she believes to be the role in the fairy tales compiled by the Grimms, in part because Wil- girl's lungs and liver. Only in the second edition of the Grimms' col- helm Grimm could rarely resist the temptation to act as censor by lection does the real mother die and is replaced by a wicked step- turning the monstrously unnatural cannibals and enchantresses of mother. "Mother Holle" underwent a similar transformation. The these tales into stepmothers, cooks, witches, or mothers-in-law.&As first version of the tale featured a widow with two biological daugh- the audience for the tales changed, the need to shift the burden of ters, and the second version traced the fortunes of a widow with one evil from a mother to a stepmother became ever more urgent. Yet favored, biological daughter and one ill-treated stepdaughter. What the tactic had a way of backfiring. In the 1856 preface to his Nm easier way is there to depict maternal abl~seof children and at the Book of German Faily Tales (Neues Deutsches Marchenbuch), Ludwig same time preserve the sanctity of mothers than by turning the evil Bechstein made a point of deviating from the practice established mother into an alien interloper whose goal is to disturb the harmony by Wilhelm Grimm and others. of fanlily life? As for the evil cooks in the Nursery andHowehokd Tal~s, more often than not they turn out to be stand-ins for stepmothers. There is nothing that children would rather read than fairy tales. In "Fledgling," one such figure plails to throw the adopted found- Among the thousands of children who every year get their hands on ling of the household into a vat of boiling water-presumably he will books of fairy tales, there must be many so-called stepchildren. When such a child-after reading many a fairy tale in which stepmothers constitute the main course for that night's dinner. Almost all other appear (the stepmothers are all uniformly evil)-feels that it has been versions of that tale type place an evil stepmother in the role of the somehow injured or insulted . by its own stepmother, then that old cook. Think of "The Juniper Tree," in which a stepmother mur- young person makes comparisons and develops a strong aversion to ders her stepson by decapitating him. (In passing, it should be noted his guardian. This aversion can become so intense that it disturbs the that nearly every variant of the famous refrain of that tale ["My peace and happiness of an entire family.9 , wicked mother slew me, 1 My dear father ate me."] attributes the Whether a figure is designated as a stepmother or a witch, she murder to a mother rather than to a stepmother, even though the takes on a single well-defined function in fairy tale-ne that is lim- actual perpetrator in the story is ust~allya stepmother.)lo Here the ited to the sphere known as villainy and that magnifies and distorts folkloric imagination-not just the Grimms-is responsible for the all the perceived evils associated with mothers. Wicked stepmothers replacement of a mother by a stepmother. To some extent, Wil- and cooks find their way into the homes of fairy-tale heroes; witches helm Grimm, with his editorial practices, may simply have been fall- masquerading as magnanimous mothers are nearly ubiquitous in ing in line with a general tendency to sanitize the tales for consump- '44 VILLAINS FROM NAGS TO WITCHES '45 tion by children. In surveying the Grimms' collection of tales, it also prevents having to feel guilty about one's angry wishes about becomes clear that both stepmothers and cooks are almost always her."'3 But what is especially remarkable about fairy tales is the ex- thinly disguised substitutes for biological mothers. tent to which they inflate maternal evil. The alien meddlers who Witches and mothers-in-law display the evil impulses and in- make their way into households and attempt to divide a heroine stincts of cooks and stepmothers, and they clearly perform the same from her father or husband are painted in the worst imaginable function in fairy tales. Heroines who emerge from the forest to live colors. As terrifying ogres and evil enchantresses, they take on al- happily ever after with the kings who discover them there often find most mythical dimensions. their domestic bliss disturbed by a rival. In "Twelve Brothers," that The female villains of fairy tales operate in three distinct arenas particular figure is characterized first as the heroine's mother-in- of action that emerge in chronological sequence. The main contours law, then as her stepmother." In fairy tales, these two figures are of the opening situation in tales featuring these villains are reason- clearly interchangeable. "Little Brother and Little Sister" gives us a ably predictable. The child or children whose biological mother has witch who masquerades as a stepmother so that she can insinuate died become the victims of a brutal, scheming stepmother. One herself into a household. At home she subjects the children to daily fairy-tale brother confides to his sister: "Ever since mother died, we abuse; in the forest she continues to tyrannize them by enchanting haven't had a single happy hour.
Recommended publications
  • Queering Kinship in 'The Maiden Who Seeks Her Brothers'
    Butler University Digital Commons @ Butler University Scholarship and Professional Work - LAS College of Liberal Arts & Sciences 2012 Queering Kinship in ‘The aideM n Who Seeks Her Brothers' Jeana Jorgensen Butler University, [email protected] Follow this and additional works at: http://digitalcommons.butler.edu/facsch_papers Part of the Critical and Cultural Studies Commons, Folklore Commons, and the Women's Studies Commons Recommended Citation Jorgensen, Jeana, "Queering Kinship in ‘The aideM n Who Seeks Her Brothers'" Transgressive Tales: Queering the Brothers Grimm / (2012): 69-89. Available at http://digitalcommons.butler.edu/facsch_papers/698 This Book Chapter is brought to you for free and open access by the College of Liberal Arts & Sciences at Digital Commons @ Butler University. It has been accepted for inclusion in Scholarship and Professional Work - LAS by an authorized administrator of Digital Commons @ Butler University. For more information, please contact [email protected]. 3 Queeting KinJtlip in ''Ttle Maiden Wtlo See~J Het BtottletJ_,_, JEANA JORGENSEN Fantasy is not the opposite of reality; it is what reality forecloses, and, as a result, it defines the limits of reality, constituting it as its constitutive outside. The critical promise of fantasy, when and where it exists, is to challenge the contingent limits of >vhat >vill and will not be called reality. Fa ntasy is what allows us to imagine ourselves and others otherwise; it establishes the possible in excess of the real; it points elsewhere, and when it is embodied, it brings the elsewhere home. -Judith Butler, Undoing Gender The fairy tales in the Kinder- und Hausmiirchen, or Children's and Household Tales, compiled by Jacob and Wilhelm Grimm are among the world's most popular, yet they have also provoked discussion and debate regarding their authenticity, violent imagery, and restrictive gender roles.
    [Show full text]
  • Grimm's Fairy Stories
    Grimm's Fairy Stories Jacob Grimm and Wilhelm Grimm The Project Gutenberg eBook, Grimm's Fairy Stories, by Jacob Grimm and Wilhelm Grimm, Illustrated by John B Gruelle and R. Emmett Owen This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: Grimm's Fairy Stories Author: Jacob Grimm and Wilhelm Grimm Release Date: February 10, 2004 [eBook #11027] Language: English Character set encoding: US-ASCII ***START OF THE PROJECT GUTENBERG EBOOK GRIMM'S FAIRY STORIES*** E-text prepared by Internet Archive, University of Florida, Children, and the Project Gutenberg Online Distributed Proofreading Team Note: Project Gutenberg also has an HTML version of this file which includes the original illustrations. See 11027-h.htm or 11027-h.zip: (http://www.ibiblio.org/gutenberg/1/1/0/2/11027/11027-h/11027-h.htm) or (http://www.ibiblio.org/gutenberg/1/1/0/2/11027/11027-h.zip) GRIMM'S FAIRY STORIES Colored Illustrations by JOHN B. GRUELLE Pen and Ink Sketches by R. EMMETT OWEN 1922 CONTENTS THE GOOSE-GIRL THE LITTLE BROTHER AND SISTER HANSEL AND GRETHEL OH, IF I COULD BUT SHIVER! DUMMLING AND THE THREE FEATHERS LITTLE SNOW-WHITE CATHERINE AND FREDERICK THE VALIANT LITTLE TAILOR LITTLE RED-CAP THE GOLDEN GOOSE BEARSKIN CINDERELLA FAITHFUL JOHN THE WATER OF LIFE THUMBLING BRIAR ROSE THE SIX SWANS RAPUNZEL MOTHER HOLLE THE FROG PRINCE THE TRAVELS OF TOM THUMB SNOW-WHITE AND ROSE-RED THE THREE LITTLE MEN IN THE WOOD RUMPELSTILTSKIN LITTLE ONE-EYE, TWO-EYES AND THREE-EYES [Illustration: Grimm's Fairy Stories] THE GOOSE-GIRL An old queen, whose husband had been dead some years, had a beautiful daughter.
    [Show full text]
  • “Our World with One Step to the Side”: YALSA Teen's Top Ten Author
    Shannon Hale “Our World with One Step to the Side”: YALSA Teen’s Top Ten Author Shannon Hale Talks about Her Fiction TAR: This quotation in the Salt Lake City Deseret News the workshopping experience is helpful because I would probably be of interest to inspiring creative learned to accept feedback on my own work, even writing majors: “Hale found the creative-writing if ultimately it didn’t take me where I want to go program at Montana to be very structured. ‘You get (it’s all for practice at that point!). As well, reading in a room with 15 people and they come at you and giving feedback on early drafts of other with razors. I became really tired of the death- people’s work was crucial for training me to be a oriented, drug-related, hopeless, minimalist, better editor of my own writing. existential terror stories people were writing.’” This What I don’t like (and I don’t think this is a seems to be the fashion in university creative writing program-specific problem) is the mob mentality programs, but it is contrary to the philosophy of that springs from a workshop-style setting. Any­ secondary English ed methods of teaching composi­ thing experimental, anything too different, is going tion classes (building a community of writers to get questioned or criticized. I found myself where the environment is trusting and risk-taking is changing what I wrote, trying to find what I encouraged as opposed to looking for a weakness thought would please my professors and col­ and attempting to draw blood).
    [Show full text]
  • Change, Or Revolution (Cowley, 1996 : 52-57)
    Chapter 4 Analytical Approaches to the Selected Fairy Tales Critics and scholars of various fields have been attracted to fairy tales. Thus, approaches have been used for fairy tale analysis with different objectives. Some are interested in aesthetic points of literary matters. However, psychologists have paid attention to the meanings which can be interpreted as clues to the human mind while enhancing our understanding and appreciation of the tales like other literary works. At the same time, anthropologists and sociologists who consider fairy tales a rich source of earlier social behavior have shed valuable light on the interpretation. The above mentioned perspectives will, therefore, be eclectically used in the analysis of the selected tales, with a special focus on the sibling relationship. As the fairy tale is a narrative genre, the analysis will be based on the literary elements of fiction. However relevant key concepts used in the folklorists’ approaches to the tales such as functions or motifs will be applied to amplify the notable points, resulting in three main topics of the analysis of the tales: form, theme and motif, and characterization. Form of the Tales Two closely related words need to be clarified in the discussion of the form of the narrative: structure and plot. The structure is defined as a pattern of actions that is systematically shaped in a story; the structure is “the story at rest, while the plot is the story in motion” (DiYanni, 1990 : 28). Birkerts (1993 : 39) mentions two types of plot: the progressive and the episodic. The progressive form of the traditional plot consists of five sequences: exposition, rising action, climax, falling action and resolution.
    [Show full text]
  • The Junior Classics, Volume 1
    The Junior Classics, Volume 1 Willam Patten The Junior Classics, Volume 1 Table of Contents The Junior Classics, Volume 1.................................................................................................................................1 Willam Patten.................................................................................................................................................2 INTRODUCTION.........................................................................................................................................5 PREFACE......................................................................................................................................................7 MANABOZHO, THE MISCHIEF−MAKER................................................................................................9 WHY THE WOODPECKER HAS RED HEAD FEATHERS...................................................................12 WHY THE DIVER DUCK HAS SO FEW TAIL FEATHERS..................................................................14 MANAIBOZHO IS CHANGED INTO A WOLF......................................................................................15 MANABOZHO IS ROBBED BY THE WOLVES.....................................................................................17 MANABOZHO AND THE WOODPECKERS..........................................................................................18 THE BOY AND THE WOLVES................................................................................................................20
    [Show full text]
  • Defining and Subverting the Female Beauty Ideal in Fairy Tale Narratives and Films Through Grotesque Aesthetics
    Western University Scholarship@Western Electronic Thesis and Dissertation Repository 9-10-2015 12:00 AM Who's the Fairest of Them All? Defining and Subverting the Female Beauty Ideal in Fairy Tale Narratives and Films through Grotesque Aesthetics Leah Persaud The University of Western Ontario Supervisor Dr. Angela Borchert The University of Western Ontario Graduate Program in Comparative Literature A thesis submitted in partial fulfillment of the equirr ements for the degree in Master of Arts © Leah Persaud 2015 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Comparative Literature Commons Recommended Citation Persaud, Leah, "Who's the Fairest of Them All? Defining and Subverting the Female Beauty Ideal in Fairy Tale Narratives and Films through Grotesque Aesthetics" (2015). Electronic Thesis and Dissertation Repository. 3244. https://ir.lib.uwo.ca/etd/3244 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. WHO’S THE FAIREST OF THEM ALL? DEFINING AND SUBVERTING THE FEMALE BEAUTY IDEAL IN FAIRY TALE NARRATIVES AND FILMS THROUGH GROTESQUE AESTHETICS (Thesis format: Monograph) by Leah Persaud Graduate Program in Comparative Literature A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Leah Persaud 2015 Abstract This thesis seeks to explore the ways in which women and beauty are depicted in the fairy tales of Giambattista Basile, the Grimm Brothers, and 21st century fairy tale films.
    [Show full text]
  • TEACHER RESOURCE PACK for Teachers Working with Pupils in Years 4 - 6 PHILIP PULLMAN’S GRIMM TALES
    PHILIP PUllMAn’S gRiMM TAlES TEACHER RESOURCE PACK FOR teachers wORKing wiTH pupilS in YEARS 4 - 6 PHILIP PUllMAn’S gRiMM TAlES Adapted for the stage by Philip Wilson Directed by Kirsty Housley from 13 nOv 2018 - 6 jAn 2019 FOR PUPILS IN SCHOOl years 4 - 6 OnCE upon A christmas... A most delicious selection of Philip Pullman’s favourite fairytales by the Brothers Grimm, re-told and re-worked for this Christmas. Enter a world of powerful witches, enchanted forest creatures, careless parents and fearless children as they embark on adventures full of magic, gore, friendship, and bravery. But beware, these gleefully dark and much-loved tales won’t be quite what you expect… Duration: Approx 2 hrs 10 mins (incl. interval) Grimm Tales For Young and Old Copyright © 2012, Phillip Pullman. All rights reserved. First published by Penguin Classics in 2012. Page 2 TEACHER RESOURCES COnTEnTS introdUCTiOn TO the pack p. 4 AbOUT the Play p. 6 MAKing the Play: interviEw wiTH director Kirsty HOUSlEY p. 8 dRAMA activiTiES - OverviEw p. 11 SEQUEnCE OnE - “OnCE UPOn A TiME” TO “HAPPILY EvER AFTER” p. 12 sequenCE TwO - the bEginning OF the story p. 15 sequenCE THREE - RAPUnZEl STORY wHOOSH p. 22 sequenCE FOUR - RAPUnZEl’S dREAM p. 24 sequenCE FivE - THE WITCH’S PROMiSES: wRiTING IN ROlE p. 26 RESOURCES FOR ACTiviTiES p. 29 Page 3 TEACHER RESOURCES INTROdUCTiOn This is the primary school pack for the Unicorn’s production of Philip Pullman’s Grimm Tales in Autumn 2018. The Unicorn production is an adaptation by Philip Wilson of Philip Pullman’s retelling of the classic fairytales collected in 19th century Germany by Jacob and Wilhelm Grimm.
    [Show full text]
  • KIN S FUR.Indd
    allerleirauh cinderella ALL KINDS OF FUR Erasure Poems & New Translation of a tale from the Brothers Grimm Margaret Yocom deerbrook editions published by Deerbrook Editions P.O. Box 542 Cumberland, ME 04021 www.deerbrookeditions.com first edition © 2018 by Margaret Yocom All rights reserved. ISBN: 978-0-9991062-5-9 Author photograph by Jamie Lynn Photography. Cover art: Bear Girl by Anne Siems. www.annesiems.com Book Design by Jeffrey Haste. For John A note on the text: Poems in black font are erasures of the Author’s translation of Jakob and Wilhelm Grimms’ 1857 tale “Allerleirauh” (“All Kinds Of Fur”), a version of “Cinderella” that opens with incest. Contents Once there was a king 1 O golden hair and ashes 2 For a long time, the king could not 3 For a long time, I could not 4 Now the king had a daughter 5 daughter mother such golden hair 6 Then he spoke to his councillors 7 I a daughter a dead wife 8 The daughter was even more frightened 9 T he night herder’s maw 10 But she thought 11 turn 12 The king did not give up 13 his dun deer nears 14 Finally 15 all is red 16 In the night 17 go go 18 She walked the entire night 19 walk nigh hecate 20 Now it just so happened 21 so begin 22 When the hunters touched 23 touch 24 There 25 here 26 T hen 27 wood fire ashes 28 Now, one day 29 one so castled 30 to sweep up 31 the ashes tell 32 Everyone stepped aside 33 one step one 34 He thought in his heart 35 His eyes never behold 36 She, however 37 Swiftly Kind Fur 38 Now, when she came into the kitchen 39 Now, resume 40 And when the soup was ready
    [Show full text]
  • Download (568Kb)
    ABSTRACT New Zealand author Juliet Marillier’s 1999 debut novel Daughter of the Forest elaborates on the framework of the Brothers Grimm short stories “The Six Swans,” “The Seven Ravens,” and “The Twelve Brothers,” which appear in the Grimms’ collection Kinder- und Hausmärchen, first published in 1821. These three short stories fit into the Aarne-Thompson categorization system in Tale Type 451, often called “Brothers Turned into Birds” or “Sister Seeks Her Brothers.” In using the scaffolding of the old stories, Marillier gives vivid life to the tale by changing a few aspects, such as introducing additional important characters, and more importantly by subtly asserting a feminist slant through several ideas by discussing feminine silence, women treated as property, use of first-person voice and narration, reversal of marriage roles, and, most importantly, sexual assault and its position within the tale. By exploring the intricacies of Tale Type 451 in Chapter 1, the reader gains a working knowledge of how the tale functions. Chapter 2 focuses on the differences between Marillier’s version of the Type 451 tale compared to the Grimms’ tales. Chapter 3 explores the feminist additions and interpretations that Marillier incorporates into Tale Type 451, and it investigates the implications of how Marillier has re-written the tale. Her use of the main character’s voice narrating the entire story, the addition of a graphic rape scene, exploration of silence, and her interpretation of roles in marriage assert Marillier’s voice as a contemporary fantasy fiction writer whose approach incorporates feminist ideals. i Claire Elizabeth Hall, M.A.
    [Show full text]
  • Writing 100: Fairy Tales and Feminism Spring 2008
    Writing 100: Fairy Tales and Feminism Spring 2008 Professor Lisa Fischler Office: Comenius 104 Email: [email protected] Office Ph.: 610-861-1418 Class: M W (5b and 6b) Office Hours: Th 1:00-4:00 pm and other times by appointment. Course Description Even though they depict a supernatural world of enchantment, fairy tales have functioned for centuries to pass on norms, values, and gender roles. This course will explore elements of the fairy tale genre--such as narrative structure, myths, cultural symbols, gender, sexuality, constructions of class and ethnicity--and uses to which fairy tales have been put. Special attention will be given to the long-lost women narrators of fairy tales who motivated the Brothers Grimm and what these tales reveal about women’s and men’s lives in historical, social, and contemporary context. Goals and Objectives The general goals and objectives for this course are outlined in the Writing 100 Guidelines, but the following are the more particular course objectives for Writing 100A & C. By the end of the semester, you should be able to: A) Understand writing as a way of thinking, as a process that constructs knowledge, and as a form with different styles, formats, and audiences. B) Recognize a variety of writing styles; use interpretative, evaluative, and creative genres well, and coherently employ grammar, language, style, citations, tone, and theme. C) Efficiently use information technology for writing and research, critically evaluate credible sources, analyze the value of diverse resources, and cohesively present research results. D) Engage effectively in critical thinking, in analysis, in reading, and in the synthesis and discussion of ideas.
    [Show full text]
  • Working Title
    Three Drops of Blood: Fairy Tales and Their Significance for Constructed Families Carol Ann Lefevre Thesis Submitted for the Degree of Doctor of Philosophy in Creative Writing Discipline of English School of Humanities and Social Sciences The University of Adelaide South Australia June 2009 Contents 1. Abstract.……………………………………………………………iii 2. Statement of Originality…………………………………………..v 3. Introduction………………………………………………………...1 4. Identity and Maternal Blood in “The Goose Girl”………………9 5 “Cinderella”: The Parented Orphan and the ‘Motherline’….....19 6. Abandonment, Exploitation and the Unconscious Woman in “Sleeping Beauty”………………………………………….30 7. The Adoptive Mother and Maternal Gaze in “Little Snow White”………………………………………..44 8. “Rapunzel”: The Adoptee as Captive and Commodity………..56 9. Adoption and Difference in “The Ugly Duckling”……………..65 10. Conclusion……………………………………………………...…71 11. Appendix – The Child in the Red Coat: Notes on an Intuitive Writing Process………………………………....76 12. Bibliography................................................……………………...86 13. List of Images in the Text…..……………………………………89 ii Abstract In an outback town, Esther Hayes looks out of a schoolhouse window and sees three children struck by lightning; one of them is her son, Michael. Silenced by grief, Esther leaves her young daughter, Aurora, to fend for herself; against a backdrop of an absent father and maternal neglect, the child takes comfort wherever she can, but the fierce attachments she forms never seem to last until, as an adult, she travels to her father’s native Ireland. If You Were Mine employs elements of well-known fairy tales and explores themes of maternal abandonment and loss, as well as the consequences of adoption, in a narrative that laments the perilous nature of children’s lives.
    [Show full text]
  • Fairytales in the German Tradition
    German/LACS 233: Fairytales in the German Tradition Tuesday/Thursday 1:30-2:45 Seabury Hall S205 Julia Goesser Assaiante Seabury Hall 102 860-297-4221 Office Hours: Tuesday/Thursday 9-11, or by appointment Course description: Welcome! In this seminar we will be investigating fairytales, their popular mythos and their longevity across various cultural and historical spectrums. At the end of the semester you will have command over the origins of many popular fairytales and be able to discuss them critically in regard to their role in our society today. Our work this semester will be inter-disciplinary, with literary, sociological- historical, psychoanalytic, folklorist, structuralist and feminist approaches informing our encounter with fairytales. While we will focus primarily on the German fairytale tradition, in particular, the fairytales collected by the Brothers Grimm, we will also read fairytales from other cultural and historical contexts, including contemporary North America. Course requirements and grading: in order to receive a passing grade in this course you must have regular class attendance, regular and thoughtful class participation, and turn in all assignments on time. This is a seminar, not a lecture-course, which means that we will all be working together on the material. There will be a total of three unannounced (but open note) quizzes throughout the semester, one in-class midterm exam, two five-page essays and one eight-page final essay assignment. With these essays I hope to gauge your critical engagement with the material, as well as helping you hone your critical writing skills. Your final grade breaks down as follows: Quizzes 15% Midterm 15% 2- 5 page essays (15% each) 30% 1 8 page essay 20% Participation 20% House Rules: ~Class attendance is mandatory.
    [Show full text]