Adapting Jules Verne for the baby-boom generation: Hachette and the Bibliothèque Verte, c.1956-1966

How do changing notions of children’s reading practices alter or even create classic texts? This article looks at how the nineteenth-century author Jules Verne (1828-1905) was modernised by Hachette for their Bibliothèque Verte children’s collection in the 1950s and 60s. Using the methodology of adaptation studies, the article reads the abridged texts in the context of the concerns that emerged in postwar France about what children were reading. It examines how these concerns shaped editorial policy, and the transformations that Verne’s texts underwent before they were considered suitable for the children of the baby-boom generation. It asks whether these adapted versions damaged Verne’s reputation, as many literary scholars have suggested, or if the process of dividing his readership into children and adults actually helped to reinforce the new idea of his texts as complex and multilayered. In so doing, this article provides new insights into the impact of postwar reforms on children’s publishing and explores the complex interplay between abridgment, censorship, children’s literature and the adult canon.

L’illustration marginale d’un ouvrage profane : étude du manuscrit Paris, Bibliothèque nationale de France, français 95, xiiie siècle (1290)

BnF fr. 95 is a late 13th century manuscript containing Arthurian romances and other fictional and didactic texts. The Estoire del saint Graal and Merlin section is the most highly illuminated, with a rich marginal iconography, an unusual feature in the illustration of lay works and in these texts’ manuscript tradition. This article shows how in Merlin and its Vulgate Sequel marginal scenes overlap with widespread subjects in courtly and chivalric vernacular romances, in contrast with Latin and religious works. The reuse of similar patterns in principal and marginal miniatures, examined in the episode of the Battle of Danablaise, where King Arthur fights the Saxon King Rion, highlights the need for a comprehensive reading of text and images, taking into account the mise en page and the different levels of illustration in the manuscript.