ABSTRACT
From its beginning children’s literature has disciplined children; we commonly expect tales told to children to contain a moral or a lesson, even if it is not blatantly obvious. Fairy tales, such as those written by Charles Perrault toward the end of the seventeenth century, were appropriated from oral folklore. ) ey were aimed at an educated upper-class audience that also included children. Perrault transformed the stories he heard, deliberately producing, in his collections of tales, a sort of literary discourse that re ^ected prevalent social values, manners and mores.4
