Analysis
Alice Munro’s “Boys and Girls” is a story about the often harsh realities of life and relationships. Munro uses a variety of literary techniques to enhance her story and bring her characters and their experiences to life. She focuses especially on point of view, flashbacks, vivid descriptions, and symbolism.
The story unfolds in first person through the eyes of an unnamed narrator. Readers never discover her name, for she neither introduces herself nor does anyone in the story refer to her by name. The author may do this because she wants readers, especially female readers, to identify with the narrator in their own struggles with identity and expectations.
Though the story focuses on her childhood, the narrator writes from an adult perspective. She reflects on her younger self throughout the story and manages to capture her childhood thoughts and feelings, recalling a collection of moments, such as when she thinks that her mother is “always plotting” to get her to stay in the house “although she knew I hated it (because she knew I hated it).” The adult narrator has realized that this is not true. She knows what her younger self does not, that her mother was lonely and a little jealous.
This complex point of view allows the author to play with narrative time. She can and does jump backward and forward as the narrator remembers and ponders her memories. For example, as the narrator remembers watching her father kill Mack, she recalls that her younger self remembered something else. As she and Laird stand in the barn loft, she recalls how she once made her brother climb up to the top beam when he was very small. She feels guilt at the memory, for she had risked her brother’s life “out of a need for excitement” and a story to tell. This flashback emphasizes the narrator’s emotions as she watches the horse die. There is a sense of guilt there, too, as well as a need for excitement and a story. But neither experience proves satisfying, just disturbing.
The author brings these memories to life through her vivid descriptions. Readers come to understand what it must be like to care for foxes, for instance, and to skin them for their pelts. It is not a pleasant process: “After the pelt had been stretched inside-out on a long board my father scraped away delicately, removing the little clotted webs of blood vessels, the bubbles of fat; the smell of blood and animal fat, with the strong primitive odour of the fox itself penetrated all parts of the house.”
The narrator also gives vivid descriptions of the stories she tells herself after she goes to bed. These accounts reveal a contrast between her earlier stories and those she focuses on as she grows. In the former, “I rescued people from a bombed building...I shot two rabid wolves who were menacing the schoolyard.” But later, the stories start the same way, though now “things would change around, and instead, somebody would be rescuing me.”
These expressive depictions allow readers to visualize and understand the narrator and her world. They can enter into it and better understand her experiences and emotions. The descriptions also create a sense of interest in readers and perhaps even a sense of repulsion as they, too, witness Mack’s death, Flora’s fright, or the foxes’ fate.
Finally, there is a certain symbolism in this story that readers may not be able to detect at once but that helps explain why the narrator opens the gate for Flora. The horse, in a sense, symbolizes the narrator. This horse...
(This entire section contains 722 words.)
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cannot control her own destiny, and there are times when the narrator thinks that she cannot control her destiny either. The expectations of being a girl close in on her, but she wants to be free.
So when the narrator sees Flora running toward her, she takes the horse’s side. She lets the horse escape for a time, even though she knows that the men will eventually catch up with her. The narrator also knows that being a girl is catching up with her; just like Flora, there is little she can do about it. Her fate is sealed when she cries at the table and her father says, “She’s only a girl.”
Historical Context
Feminism and Social Change
In 1968, the short story collection Dance of the Happy Shades, which
includes ‘‘Boys and Girls,’’ was published. That same year, Pierre Elliot
Trudeau became Prime Minister of Canada. Charismatic, progressive, and dynamic,
Trudeau's rise to power symbolized the collective aspirations of a decade
marked by significant social transformation. His election to the highest office
underscored the consolidation of profound shifts in societal norms and beliefs
that set the latter half of the twentieth century apart from the earlier half.
Before assuming the role of Prime Minister, Trudeau served as the Minister of
Justice, where he enacted liberal reforms on issues such as abortion, birth
control, divorce, and homosexuality. The late 1950s and especially the 1960s
were transformative years in Canada, much like in the United States and Europe,
as various social movements reshaped Western society. Many of these movements
were directly related to the status and freedoms of women. Therefore, ‘‘Boys
and Girls’’ is very much a product of its era, reflecting the perspectives of a
female author who supported the evolving beliefs that broadened women's social
options.
Literary Style
Allusion
When an author includes an "allusion" in a narrative, they reference a
well-known event or object meant to evoke associations relevant to the story's
context. For example, mentioning that a character's father's favorite book is
Robinson Crusoe serves as an allusion. This novel, written by Daniel
Defoe, narrates the tale of a man on a colonial expedition from England to
South America who gets shipwrecked and becomes the sole survivor on an island
off the South American coast. Unable to construct a seaworthy vessel with the
tools at his disposal—either salvaged from the wreck or handmade—Crusoe focuses
on building a home and farm, shaping his environment to suit his needs. He
spends many years in solitude. Eventually, he witnesses South American Indians
arriving on his island to execute a hostage from another tribe. Crusoe rescues
the captive, and the story progresses to depict an idealized relationship where
the Indian, out of deep gratitude, willingly becomes Crusoe's servant. Crusoe
names him "Friday" to mark the day of the rescue, which also symbolizes the end
of his loneliness. Modern critics often interpret this part of Defoe's book as
reflecting the fantasies of a European man who believed that indigenous people
accepted their subjugation without resistance. Similar to the fur company's
calendar, Defoe's novel romanticizes the history of colonialism to favor those
in power. By linking this book to her father in a story that challenges women's
secondary status to men, Munro draws a parallel between Crusoe and her father,
and herself and Friday. She suggests that, like Crusoe, her father fails to see
that she does not accept her subordinate social position.
Foreshadowing
In a narrative about a young girl feeling trapped in an unwelcome role, the
subplot involving two horses purchased for fodder serves as foreshadowing.
While readers understand that the fox farm's success hinges on the sacrifice of
these animals, Munro's focus on Flora's escape attempt elicits sympathy for the
horse, whose life ends in its prime. The inevitability and harshness of the
horse's fate foreshadow the protagonist's destiny. Despite her efforts to
resist her future, she is bound to be overpowered by forces beyond her
control.
Subplot
The tale of the two horses forms a subplot within the broader narrative of
"Boys and Girls." Subplots typically fulfill a particular role in a story. They
might offer a contrast to the main plot, presenting a secondary story that
either contradicts or parodies the primary events. In this case, however, the
subplot enhances the main narrative. The bleak and predetermined fate of the
horses mirrors the future of the girl narrator. Munro skillfully intertwines
the main plot with this subplot, creating a cohesive and impactful conclusion
to the story.
Compare and Contrast
1960s and 1970s: In Canada, much like in the United States and other regions, the Women’s Movement thrives and solidifies its presence. Women activists, alongside other groups advocating for equal rights, achieve notable social progress.
1990s: In the United States, the Men’s Movement, including organizations such as the Promisekeepers, emerges. Spearheaded by a few influential leaders, men come together to rediscover their sense of masculinity or, in some cases, advocate for a return to pre-feminist societal structures.
1960s: Native Americans, from both Canada and the United States, start challenging their societal status in these nations. In Canada, the historical French-English colonial backdrop had long fostered a sense of multiculturalism, which begins to broaden to include acknowledgment of the indigenous peoples. In the United States, Civil Rights legislation is enacted to ensure equal treatment for racial minorities.
1990s: Terms like ‘‘melting pot’’ and ‘‘multicultural’’ compete with concepts such as ‘‘diversity,’’ ‘‘difference,’’ and ‘‘hybridization.’’ These terms strive to capture the ethnic and cultural landscape in highly diverse countries and are increasingly used to describe the new global space where cultures and groups intersect.
Bibliography and Further Reading
Sources
Blodgett, E. D. Alice Munro, Boston: Twayne Publishers, 1988.
Busch, Frederick. Review of Something I’ve Been Meaning to Tell You, in New York Times Book Review, October 27, 1974.
Dahlie, Hallvard. "The Fiction of Alice Munro," Ploughshares, Vol. 4, No. 3, 1978, pp. 56-71.
Dobbs, Kildare. "New Directions for Alice Munro," Saturday Night, July 1974, p. 28.
Levin, Marlin. Review of Dance of the Happy Shades in New York Times Book Review, September 1973.
MacDonald, Rae McCarthy. "A Madman Loose in the World: The Vision of Alice Munro," Modern Fiction Studies, Autumn 1976, pp. 365-74.
Munro, Alice. Interview by Ken Murch, "Name: Alice Munro. Occupation: Writer," Chatelaine, August 1975, pp. 42-3, 69-72.
Oates, Joyce Carol. Review that includes commentary on Munro’s first three books in The Ontario Review, no. 1, Fall 1974.
Thacker, Robert. "Alice Munro: An Annotated Bibliography," in The Annotated Bibliography of Canada’s Major Authors, edited by Robert Lecker and Jack David, Downsview, Ontario: ECW Press, 1984.
Further Reading
Morton, Desmond. A Short History of Canada, Toronto: McClelland and
Stewart Inc., 1994.
Originally published in 1983, this history of Canada was revised in 1987 and
again in 1994.
Muir, Alexander. From Aberdeen to Ottawa in 1845: The Diary of Alexander
Muir, Aberdeen: Aberdeen UP, 1990.
Edited by George A. McKenzie, this selection of diary entries offers a
nineteenth-century Scotsman’s perspective as he traveled through the Canadian
region before it became a nation.
Munro, Alice. "Working for a Living," in Grand Street, Vol. 1, No.
1, Autumn 1981, pp. 9-37.
An autobiographical essay.
Struthers, J. R. (Tim). "Alice Munro and the American South," in Here
and Now: A Critical Anthology, Vol. 1 of The Canadian Novel,
edited by John Moss, Toronto: NC Press, 1978.
Struthers draws parallels between Munro’s southern and rural Canadian fiction
and the literature of the Southern United States. He explores the connection
through their shared history of Scots-Irish communities in the Americas.
Bibliography
Franzen, Jonathan. “Alice’s Wonderland.” The New York Times Book Review, November 14, 2004, 1, 14-16.
Howells, Coral Ann. Alice Munro. Manchester, England: Manchester University Press, 1998.
McCulloch, Jeanne, and Mona Simpson. “The Art of Fiction CXXXVII.” Paris Review 131 (Summer, 1994): 226-264.
Moore, Lorrie. “Leave Them and Love Them.” The Atlantic Monthly 294, no. 5 (December, 2004): 125.
Munro, Sheila. Lives of Mothers and Daughters: Growing Up with Alice Munro. Toronto: McClelland & Stewart, 2001.
Ross, Catherine Sheldrick. Alice Munro: A Double Life. Toronto: ECW Press, 1992.
Simpson, Mona. “A Quiet Genius.” The Atlantic Monthly 288, no. 5 (December, 2001): 126.