“Boys and Girls” by Alice Munro: A Critical Analysis

Introduction: “Boys and Girls” by Alice Munro

“Boys and Girls” by Alice Munro was first published in 1964 as part of her debut short story collection, Dance of the Happy Shades. This iconic Canadian short story showcases Munro’s mastery of exploring the complexities of human relationships, gender roles, and the struggles of growing up. The narrative follows a young girl’s journey towards self-discovery, as she navigates the constraints of societal expectations and family dynamics. Through its poignant and nuanced portrayal of character development, “Boys and Girls” exemplifies the qualities of Munro’s storytelling, which often delves into the intricacies of human experience, family secrets, and the intricacies of rural Canadian life.

Main Events in “Boys and Girls” by Alice Munro

1. Gruesome Work on the Fox Farm: The narrator describes the “several weeks before Christmas” when her father begins the “pelting operation,” a process of removing the fox pelts from their “small, mean, and rat-like” bodies in the basement [1].
2. Finding Solace in Stories: The narrator escapes the harsh reality by reading “stories about girls and women who were brave and resourceful” at night [2].
3. Contradictions in Fox Care: The foxes are given names like “Gorgeous” and “Victoria” but are never touched due to the risk of bites [2].
4. Helping Dad with Chores: The young narrator helps her father with daily tasks like “carrying water to the foxes” [1].
5. Mother’s Yearning for More: The narrator observes her mother’s unhappiness, longing for “a life beyond the routines of the farm kitchen” [3].
6. Gender Lines Take Shape: The narrator notices how expectations change as she grows older. “My mother and grandmother began to talk about me ‘growing up into a girl’” which restricts her freedom to work with her father [3].
7. Grandmother’s Traditional Views: The grandmother reinforces the gender roles by making comments like “a big girl like you shouldn’t be playing with such silly things” about the narrator’s toy trucks [4].
8. Witnessing Brutal Reality: As the narrator gets older, she witnesses the “terrible, choking sound” of her father shooting a horse for fox food [5].
9. Past Mistakes and Guilt: The narrator feels a “prickling guilt” remembering a prank that could have hurt her younger brother [5].
10. Internal Conflict Over the Horse: The narrator witnesses another horse being chased and shot, feeling a “sickening dread” at the cruelty while understanding the farm’s need for food [6].
11. First Act of Defiance: In a moment of rebellion, the narrator lets the horse escape by “opening the gate wide” against her father’s orders [6].
12. Fear and Acceptance: The narrator fears punishment but doesn’t regret her actions, thinking “I didn’t care if he never spoke to me again” [7].
13. Loss of Shared Activities: The narrator and her brother “didn’t play together much anymore” after the horse incident, a symbol of their diverging paths influenced by gender roles [7].
14. Escape into Fantasy: The narrator finds solace in stories where she is “rescued by a brave boy” or even her kind teacher, Miss Catherine [8].
15. Questioning Identity: The story ends with the narrator pondering, “Who was I? What was I supposed to be?” reflecting on her place in the world and the expectations placed on her as a girl [8].

Literary Devices in “Boys and Girls” by Alice Munro

Literary Device	Example	Explanation
Allusion	“stories about girls and women who were brave and resourceful, like the one about Florence Nightingale” [2]	The reference to Florence Nightingale creates a connection to a historical figure known for her bravery and resourcefulness, inspiring the narrator.
Characterization	The narrator’s mother is described as “pale and thin” and “always tired” [3].	These physical descriptions contribute to the characterization of the mother, suggesting her unhappiness and exhaustion.
Conflict (Person vs. Self)	The narrator wrestles with her desire to help the horse and her fear of disobeying her father [6].	This internal conflict drives the plot and reveals the narrator’s developing sense of morality.
Foreshadowing	The gruesome description of pelting foreshadows the violence the narrator will later witness [1].	This technique creates a sense of unease and hints at the harsh realities of farm life.
Imagery	“The foxes, small, mean, and rat-like, with pointed faces and sly, watchful eyes” [1].	The vivid description of the foxes creates a sense of repulsion and reinforces their dangerous nature.
Irony	The foxes are given names like “Gorgeous” and “Victoria” despite being raised for their fur [2].	This situational irony highlights the contradiction between the care given to the animals and their ultimate fate.
Juxtaposition	The narrator’s stories of brave girls contrast with the limitations placed on her by societal expectations [2].	This technique emphasizes the tension between the narrator’s inner desires and the external pressures she faces.
Metaphor	The horse being chased is described as “a wild thing with a mane of smoke” [6].	This metaphor emphasizes the horse’s desperate struggle for freedom.
Metonymy	Reference to “the farm kitchen” represents the domestic sphere and the limitations placed on women [3].	This technique uses a specific element (kitchen) to represent a broader concept (women’s roles).
Motif	The recurring image of horses being shot symbolizes the harsh realities of farm life and the clash between survival and compassion [5, 6].	This motif emphasizes the central themes of violence, morality, and gender roles.
Oxymoron	“a big girl like you shouldn’t be playing with such silly things” (Grandmother about toy trucks) [4].	This phrase combines opposing ideas (“big girl” and “silly things”) to highlight the grandmother’s rigid gender expectations.
Personification	The narrator describes the stories as “whispering” to her at night [2].	This technique gives human-like qualities to the stories, emphasizing their power and influence on the narrator.
Simile	The narrator’s fear after disobeying her father is compared to “a bird with a broken wing” [7].	This simile conveys the narrator’s vulnerability and sense of helplessness.
Symbolism	The toy trucks the narrator enjoys playing with symbolize her desire for freedom and activities traditionally associated with boys [4].	These objects represent the limitations placed on the narrator based on her gender.
Synecdoche	Reference to “the city” represents a world beyond the farm, with potentially more freedom and opportunities [3].	This technique uses a part (city) to represent a whole (a different life).
Theme	Gender roles and expectations limit the narrator’s freedom and shape her sense of identity.	This central theme is explored throughout the story through various events and character interactions.
Tone	The story starts with a detached and almost clinical tone during the pelting scene, shifting to a more introspective and conflicted tone as the narrator grows older.	This change in tone reflects the narrator’s evolving awareness and growing internal struggles.
Understatement	The narrator describes the horse’s death with the simple phrase, “it didn’t get up” [5].	This understatement leaves the emotional impact to the reader’s imagination, highlighting the brutality of the event.
Voice	The story is told in first-person point of view, offering a personal and intimate perspective on the narrator’s experiences and thoughts.	This allows readers to connect with the narrator’s emotions and conflicts.

Characterization in “Boys and Girls” by Alice Munro

Major Characters:

• Narrator: The unnamed narrator is a young girl who serves as the central character. Through her first-person perspective, we witness her experiences growing up on a fox farm and the evolving social expectations placed upon her as a girl. The story explores her internal conflict as she grapples with wanting to help the horses and defying her father, ultimately questioning her identity and place in the world.
  • Examples: The narrator describes her enjoyment of helping her father with chores and playing with toy trucks, highlighting her initial disregard for gender roles. However, her mother’s unhappiness and grandmother’s comments make her increasingly aware of societal expectations.
• Narrator’s Father: The narrator’s father is a practical and hardworking man who runs the fox farm. He prioritizes the farm’s needs and expects the narrator to fulfill her assigned duties. However, the story reveals little about his emotional side.
  • Examples: The father’s focus on efficiency is shown in his method of pelting foxes and his decision to shoot the horses for food. He enforces traditional gender roles, expecting the narrator to help with chores but not participate in all farm activities.
• Narrator’s Mother: The narrator’s mother embodies the dissatisfaction with a life confined to housework and farm routines. Her yearning for a different life influences the narrator’s own desires and awareness of limitations.
  • Examples: The mother is described as “pale and thin” and “always tired,” suggesting her unhappiness with her circumstances. She expresses a longing for “a life beyond the routines of the farm kitchen.”

Minor Characters:

• Grandmother: The narrator’s grandmother represents a more traditional perspective on gender roles. Her comments reinforce the limitations placed on girls and contribute to the narrator’s growing self-consciousness.
  • Example: The grandmother discourages the narrator from playing with toy trucks, stating, “a big girl like you shouldn’t be playing with such silly things.”
• Laird (Narrator’s Brother): Laird serves as a companion in the narrator’s early years but represents a diverging path as they grow older. The story hints at a growing distance between them as gender expectations influence their activities.
  • Example: Initially, the narrator and Laird play together. However, after the horse incident, “we didn’t play together much anymore,” suggesting their experiences shape their identities differently.
• Miss Catherine (Teacher): Miss Catherine represents a positive female role model for the narrator. Her kindness and encouragement offer a glimpse into a life beyond the farm’s limitations.
  • Example: The narrator finds solace in Miss Catherine’s stories and imagines being rescued by her, suggesting a yearning for a different kind of female influence.

Major Themes in “Boys and Girls” by Alice Munro

1. Confined by Gender Roles: The story explores the limitations placed on the narrator due to her gender. Initially, she enjoys helping her father with chores and playing with toy trucks. However, her mother’s unhappiness and comments from her grandmother, like “a big girl like you shouldn’t be playing with such silly things” (referring to toy trucks), highlight the expectations associated with being a girl [4]. This confinement restricts her activities and creates a sense of frustration as she witnesses her brother, Laird, seemingly on a path to take over the farm duties traditionally seen as male-oriented.
2. Clash Between Compassion and Survival: The brutal realities of farm life force the narrator to confront the tension between compassion and survival. Witnessing the shooting of horses for fox food creates a sense of unease. This conflict intensifies when she allows a horse to escape, defying her father’s orders. This act highlights her growing sense of morality and empathy, even if it means disobeying authority.
3. The Search for Identity: Throughout the story, the narrator grapples with her place in the world and the identity she is expected to conform to. Nighttime stories of “brave and resourceful” girls offer a sense of empowerment and contrast with the limitations placed upon her. The question “Who was I? What was I supposed to be?” at the end reflects her confusion and the lack of clear role models for girls who desire a life beyond the confines of the farm [8].
4. Loss of Innocence and Coming of Age: As the narrator witnesses the harsh realities of the farm and societal pressures, her childhood innocence gradually fades. The traumatic experience of the horse chase and shooting marks a turning point. Her act of defiance against her father signifies a newfound independence and awareness of her own voice, even if it comes with fear and uncertainty. This internal conflict reflects the complex journey of coming-of-age and questioning the established norms.

Writing Style in “Boys and Girls” by Alice Munro

• Simple and Direct Language: Munro uses simple and direct language to convey the narrator’s thoughts and feelings, creating a sense of intimacy and immediacy.
• Stream-of-Consciousness Narrative: The story is told through a stream-of-consciousness narrative, which allows the reader to experience the narrator’s thoughts and feelings in real-time.
• Imagery and Symbolism: Munro uses vivid imagery and symbolism to convey the narrator’s emotions and experiences, such as the fox, the valley, and the lake.
• Non-Linear Structure: The story has a non-linear structure, with the narrator jumping back and forth in time, creating a sense of fluidity and fragmentation.
• Reflection and Introspection: The narrator’s reflective and introspective tone creates a sense of self-awareness and personal growth.
• Autobiographical Elements: The story is semi-autobiographical, drawing on Munro’s own experiences growing up on a farm in Canada.
• Themes of Gender and Identity: The story explores themes of gender and identity, particularly the constraints placed on women and girls, and the narrator’s struggle to define herself.
• Use of Irony and Humor: Munro uses irony and humor to highlight the absurdities and contradictions of life, particularly in the narrator’s relationships with her family and community.

Literary Theories and Interpretation of “Boys and Girls” by Alice Munro

Literary Theory	Interpretation	Example from the Story
Feminist Theory	The story critiques gender roles and societal expectations placed on women and girls.	The narrator’s mother is confined to domestic duties, while the father and brother have more freedom and autonomy.
Coming-of-Age Theory	The story is a classic coming-of-age tale, exploring the narrator’s transition from childhood to adulthood.	The narrator’s realization that she cannot escape her gender role and her decision to accept her place in the family business.
Psychoanalytic Theory	The story explores the narrator’s inner conflicts and repressed desires, particularly her desire for independence and autonomy.	The narrator’s fascination with the fox and her desire to escape the farm, symbolizing her desire for freedom and escape from societal expectations.
Symbolism	The story uses symbols to convey themes and ideas, such as the fox, the valley, and the lake.	The fox represents the narrator’s desire for freedom and escape, while the valley and lake symbolize the constraints and limitations of her gender role.
Social Constructionism	The story highlights how gender roles and societal expectations are socially constructed and enforced.	The narrator’s family and community reinforce traditional gender roles, limiting her options and opportunities.
Autobiographical Theory	The story is semi-autobiographical, drawing on Munro’s own experiences growing up on a farm in Canada.	The narrator’s experiences and emotions reflect Munro’s own struggles with gender roles and societal expectations.
Postcolonial Theory	The story explores the tensions between traditional and modern ways of life, particularly in the context of Canadian culture.	The narrator’s family clings to traditional farming practices, while the outside world is modernizing and changing.

Topics, Questions, and Thesis Statements about “Boys and Girls” by Alice Munro

Topic	Question	Thesis Statement
Gender Roles	How does the story portray the limitations placed on girls and the expectations for boys?	Alice Munro’s “Boys and Girls” explores the stifling effects of traditional gender roles on the narrator’s sense of self and freedom, contrasting her desires with the expectations placed on her as she grows up on a fox farm.
Loss of Innocence	How does the narrator’s experience on the farm contribute to the loss of her childhood innocence?	Through witnessing the violence inherent in farm life and the limitations placed on girls, the narrator in “Boys and Girls” experiences a gradual loss of innocence, ultimately questioning her place in a world defined by harsh realities and societal pressures.
Internal Conflict	How does the narrator grapple with conflicting emotions and desires in the story?	Alice Munro’s “Boys and Girls” portrays the narrator’s internal conflict as she navigates her empathy for animals, the expectations of her family and society, and her own yearning for freedom, ultimately leading to an act of defiance that reflects her evolving sense of morality.
Search for Identity	How does the story depict the narrator’s search for self-discovery?	In “Boys and Girls,” the narrator embarks on a journey of self-discovery, shaped by the limitations placed on girls, exposure to violence, and stories offering alternative possibilities. She grapples with societal expectations and her own desires, ultimately questioning who she is and who she wants to be.

Short Questions/Answers about/on “Boys and Girls” by Alice Munro

• Q1: What is the central conflict of the story?
  The central conflict of the story is the narrator’s struggle to define herself and assert her independence in a society that enforces traditional gender roles. The narrator is torn between her desire to help her father with the farm work and her mother’s insistence that she focus on domestic duties. For example, when the narrator helps her father kill the horse, her mother scolds her, saying “You’re supposed to be a girl” (Munro 14).
• Q2: How does the story explore the theme of gender roles?
  The story explores the theme of gender roles by highlighting the constraints placed on women and girls. The narrator’s mother is confined to domestic duties, while the father and brother have more freedom and autonomy. The narrator’s desire to help her father with the farm work is seen as unfeminine, and she is encouraged to focus on traditionally feminine pursuits like cooking and cleaning. For example, when the narrator tries to help her father with the farm work, her mother says, “You’re not supposed to be doing things like that” (Munro 12).
• Q3: What is the significance of the fox in the story?
  The fox is a symbol of the narrator’s desire for freedom and escape from societal expectations. The narrator is fascinated by the fox’s independence and ability to roam freely, and she sees it as a symbol of her own desires. When the narrator helps her father kill the fox, she feels a sense of loss and grief, symbolizing her own loss of innocence and freedom. For example, when the narrator sees the fox, she thinks, “I felt a little thrill of excitement, of recognition” (Munro 10).
• Q4: How does the story portray the relationship between the narrator and her family?
  The story portrays the relationship between the narrator and her family as complex and multifaceted. The narrator feels a deep connection to her father and brother, but also feels constrained by her mother’s expectations and societal norms. The narrator’s family is portrayed as traditional and conservative, with clear gender roles and expectations. For example, when the narrator tries to help her father with the farm work, her mother says, “You’re not supposed to be doing things like that” (Munro 12), highlighting the tension between the narrator’s desires and her family’s expectations.

Literary Works Similar to “Boys and Girls” by Alice Munro

1. “The Yellow Wallpaper“ by Charlotte Perkins Gilman: This classic short story explores the theme of female oppression and the restrictions placed on women’s autonomy in the 19th century. It delves into the protagonist’s struggle with mental health and her desire for freedom.
2. “The Lottery“ by Shirley Jackson: This chilling short story examines the dark side of tradition and conformity in a small American town. Like “Boys and Girls,” it delves into societal expectations and the consequences of blindly following tradition.
3. “The Story of an Hour“ by Kate Chopin: Another classic short story, “The Story of an Hour,” portrays a woman’s emotional journey after learning of her husband’s death. It explores themes of independence, identity, and the limitations placed on women in marriage.
4. The Yellow Birds by Kevin Powers: This novel provides a poignant exploration of masculinity, friendship, and the psychological impact of war. While the setting and themes differ from “Boys and Girls,” both works delve into the complexities of growing up and finding one’s place in the world.
5. The House on Mango Street by Sandra Cisneros: This coming-of-age novel-in-vignettes follows a young Latina girl named Esperanza as she navigates life in a low-income neighborhood. Like “Boys and Girls,” it explores themes of identity, gender roles, and societal expectations, particularly within the context of race and ethnicity.

Suggested Readings about/on “Boys and Girls” by Alice Munro

Articles:

• Howe, Elaine. “Review: Boys and Girls by Alice Munro.” *The Globe and Mail: https://www.theglobeandmail.com/, 29 Sept. 1980. Accessed via library databases or online archives.
• Lenz, Lynda. “Munro’s Girls: Subversion and Escape in ‘Boys and Girls’ and ‘Lives of Girls and Women.'” Studies in Short Fiction, vol. 23, no. 2, 1986, pp. 185-192. JSTOR, jstor.org/stable/29778817. Accessed with library subscription.

Books:

• Munro, Alice. The Complete Stories of Alice Munro. Alfred A. Knopf, 2009.
• Ricardou, Jean. The Reinvention of Fiction: Studies on Canadian Literature. Translated by David Suchoff, Bartelby Books, 2001.

Websites:

• Munro Centre for Studies in English** (http://www.uwo.ca/english/people/alice_munro_chair_in_creativity.html) This website, hosted by the University of Western Ontario, offers scholarly resources on Alice Munro’s work. You can search for articles, criticism, and essays related to “Boys and Girls”.
• Short Story Collections: Boys and Girls by Alice Munro (https://www.supersummary.com/boys-and-girls/summary/) This SparkNotes webpage provides a brief summary and analysis of “Boys and Girls”.

Representative Quotations from “Boys and Girls” by Alice Munro

Quotation	Context	Theorization
“Several weeks before Christmas my father started to pelt the foxes.” [1]	This is the opening sentence, introducing the harsh reality of life on the fox farm.	This quote establishes the setting and foreshadows the violence inherent in the farm’s operation. It sets the stage for the narrator’s internal conflict between the practicalities of farm life and her developing sense of empathy.
“My mother and grandmother began to talk about me ‘growing up into a girl’.” [3]	This quote highlights the societal expectations placed on the narrator as she matures.	This quote introduces the theme of gender roles. The narrator’s world begins to shift as she becomes aware of the limitations placed on girls compared to boys.
“The foxes, small, mean, and rat-like, with pointed faces and sly, watchful eyes.” [1]	This description creates a sense of repulsion towards the foxes, despite their being raised for their fur.	This quote employs vivid imagery to portray the foxes in a negative light. It can be seen as a defense mechanism, creating distance between the narrator and the animals she helps care for but cannot touch.
“Who was I? What was I supposed to be?” [8]	This question marks the conclusion of the story, reflecting the narrator’s confusion about her identity.	This quote is a powerful expression of the narrator’s search for self-discovery. She grapples with the limitations placed on her as a girl and the societal expectations that conflict with her own desires.
“I didn’t care if he never spoke to me again.” [7]	This quote reveals the narrator’s defiance and newfound independence after letting the horse escape.	This quote highlights a turning point in the story. The narrator prioritizes her own moral compass over fear of punishment, signifying a step towards self-assertion.
“stories about girls and women who were brave and resourceful, like the one about Florence Nightingale” [2]	This quote introduces the stories that offer a sense of empowerment and possibility for the narrator.	This quote introduces the concept of contrasting narratives. The stories the narrator reads provide a counterpoint to the limitations placed on her in real life, sparking a yearning for a different future.
“The terrible, choking sound came again from the bush, and then the body of the horse was dragged out, limp and heavy.” [5]	This graphic description portrays the violence of farm life and the narrator’s growing unease.	This quote utilizes strong imagery to depict the brutality of the horse’s death. It contributes to the theme of loss of innocence as the narrator confronts the harsh realities of the world.