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• W2066789249 abstract "Instructing the Children:Advice from the Twelfth-Century Fables of Marie de France Harriet Spiegel Children's literature, in the narrowest sense, might be said to begin with the first children's books, inventions of late-eighteenth-century publishers. But historians of children's literature generally go back to the invention of printing, identifying early books that attracted a broad readership or contained inviting illustrations that might have appealed to children. Warren Wooden, for example, addresses the supportive relationship between narrative and illustration in Renaissance printed books and suggests that the effectiveness of this relationship can be a gauge for a text's appeal to children.1 Going back even further, Gillian Adams has extended the search to Sumerian clay tablets, identifying, in addition to school texts, literature of broad appeal that would probably have included children in its audience. The Middle Ages, of course, knew neither printed books nor inscribed tablets but vellum manuscripts, the great majority of which were in Latin—religious texts and scholarly treatises kept in monastic libraries. What medieval secular literature survives may be but a small representation of a larger body of oral tradition. One such manuscript is a work that was widely known in the Middle Ages but did not reach print until the nineteenth century, and then in editions intended primarily for a scholarly readership.2 This work, itself perhaps a product of both oral and written tradition, is the twelfth-century Anglo-Norman Fables of Marie de France, the earliest extant collection of fables in the vernacular of Western Europe. As a genre, the animal fable may well be as old as storytelling: the short, often witty narrative, the projection onto the animal world of human vices and virtues, and the combination of whimsical fantasy and moral example have appealed to people of all ages. Because the fable is at once fancifully entertaining and didactic, it has throughout history been considered appropriate for children. Surviving records indicate that ancient Middle Eastern fables were [End Page 25] included in the school curriculum of young students for their moral instruction, teaching, as Gillian Adams has noted, the rudiments of literary language as well as the importance of understanding the nature of their place in a hierarchical society mirrored by the structure of animal society (12). The Aesopic fable as we know it today is attributed to an elusive historical Aesop, probably a sixth-century-B.C. Greek slave and illiterate teller of tales. The texts that survive are those of Phaedrus in Latin iambic verse and of Babrius in Greek verse. Although the witty sophistication of many of these fables was probably beyond the grasp of most young children, the fables are clearly intended to be instructive. Phaedrus frequently underscores his didactic message with a direct address to a broad and attentive audience, the citizens of Athens. Babrius, however, has a specific young audience in mind; in the introduction to these fables he addresses Branchus my boy with the hope that he may learn and fully understand from wise old Aesop.3 In the Middle Ages and the Renaissance the classical fable was kept alive in the schools, where the Latin texts of Romulus (based on Phaedrus) and Avianus (called the Avionnet and based on Babrius) were included in a young student's basic education (the trivium) as part of the study of rhetoric. The fables served as models of logic and argument as well as examples of moral behavior and were evidently extremely popular; many fable manuals survive. But Latin school texts do not a children's literature make. Caxton's version of Aesopic fables, translated from a French version of the German of Steinhöwel and published in 1483, is the first printed collection of fables in the English language; no earlier manuscript collection in English survives. Although Caxton's work is not specifically directed to a young audience, most critical historians of children's literature in England begin with it (see, for example, Darton, Thwaite, Wooden).4 Caxton's is not the first collection of fables in a vernacular of England, though; Marie de France produced her Fables three centuries earlier in the contemporary Anglo-Norman dialect of medieval French..." @default.
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• W2066789249 title "Instructing the Children: Advice from the Twelfth-Century <i>Fables</i> of Marie de France" @default.
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