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When you read a book like The Hours, you have to decide whether you want to see it as a work in its own right or as an illumination of something else. In this case, The Hours can either be seen as a standalone novel telling the parallel stories of three women in three time periods or as a complementary text to Virginia Woolf’s Mrs. Dalloway.
I struggled with The Hours. (Full disclosure: I struggled with it mostly because I heard Michael Cunningham speak at a screening, and he was an arrogant, pompous snob. So I didn’t want to like The Hours. Or be impressed by it.)
Unfortunately, I do rather like it, and I was impressed by parts of it. But I wasn’t smitten—and I don’t think it’s completely due to a grudge. And truly, the Pulitzer committee must have had a dearth of options in 1999. (I just looked it up. By my measure, they did.)
At its core, the novel plumbs the quiet desperation of three women. They struggle with finding a purpose, with their sexuality, with building a healthy home, and more—and their insecurities rise and fall as their hopes and dreams clash with the humdrum of every day successes and failures. Cunningham tells their stories with a great deal of empathy. He lets us into their minds and reveals to us the kinds of doubts and self-examination that haunt all of us, and he does so with some sensitivity.
And yet, many elements of The Hours feel cliché to me: the plot turns, the characters’ desperation, the coincidental interactions. They feel calculated more than they feel human, designed for the purpose of packing an emotional punch. The characters sometimes even seem to slip—caricature-like—beyond sentimentality and into saccharine. Made into a movie (I haven’t seen it), I imagine it would fit nicely in between soaps.
And yet, and yet, as I asked myself whether I would teach this, I had to acknowledge that it is ripe for discussion. What is the range of the characters’ emotions? Where do they come from? How do Cunningham’s descriptive bursts set up the characters’ self-doubt? Why tell the story of Clarissa and Lauren and not of Richard? Students can dig in, if not to the story and to the prose, then to the space opened up between or within them.
Finally, the text did raise a recurring question for me: how do novels with third-person omniscient narrators resolve the issue of voice? Here, as in other similar novels, the voice changes as it narrates the lives of different characters. It slips in and out of the characters’ voices without declaring so. With one character, the prose is spangled with “almost” and “sort of,” seeming to reflect the character’s wispiness, while with another, the sentences are short and clipped. This seems wildly undisciplined, or at least inconsistent, to me.
Do I recommend it? Mmk. (sigh)
Would I teach it? If I were desperate. It would sustain it.
Partnered texts: Mrs. Dalloway, by Virginia Woolf
Lasting impression: Cunningham’s stories build small buildings out of blocks on our living room floor. He labels them with the names of a few buildings we’ve seen before, and draws some nice pictures on some others. We look at the result and remark to each other about how nicely they reflect what we know and want to think. It’s pretty neat what he did.
I struggled with The Hours. (Full disclosure: I struggled with it mostly because I heard Michael Cunningham speak at a screening, and he was an arrogant, pompous snob. So I didn’t want to like The Hours. Or be impressed by it.)
Unfortunately, I do rather like it, and I was impressed by parts of it. But I wasn’t smitten—and I don’t think it’s completely due to a grudge. And truly, the Pulitzer committee must have had a dearth of options in 1999. (I just looked it up. By my measure, they did.)
At its core, the novel plumbs the quiet desperation of three women. They struggle with finding a purpose, with their sexuality, with building a healthy home, and more—and their insecurities rise and fall as their hopes and dreams clash with the humdrum of every day successes and failures. Cunningham tells their stories with a great deal of empathy. He lets us into their minds and reveals to us the kinds of doubts and self-examination that haunt all of us, and he does so with some sensitivity.
And yet, many elements of The Hours feel cliché to me: the plot turns, the characters’ desperation, the coincidental interactions. They feel calculated more than they feel human, designed for the purpose of packing an emotional punch. The characters sometimes even seem to slip—caricature-like—beyond sentimentality and into saccharine. Made into a movie (I haven’t seen it), I imagine it would fit nicely in between soaps.
And yet, and yet, as I asked myself whether I would teach this, I had to acknowledge that it is ripe for discussion. What is the range of the characters’ emotions? Where do they come from? How do Cunningham’s descriptive bursts set up the characters’ self-doubt? Why tell the story of Clarissa and Lauren and not of Richard? Students can dig in, if not to the story and to the prose, then to the space opened up between or within them.
Finally, the text did raise a recurring question for me: how do novels with third-person omniscient narrators resolve the issue of voice? Here, as in other similar novels, the voice changes as it narrates the lives of different characters. It slips in and out of the characters’ voices without declaring so. With one character, the prose is spangled with “almost” and “sort of,” seeming to reflect the character’s wispiness, while with another, the sentences are short and clipped. This seems wildly undisciplined, or at least inconsistent, to me.
Do I recommend it? Mmk. (sigh)
Would I teach it? If I were desperate. It would sustain it.
Partnered texts: Mrs. Dalloway, by Virginia Woolf
Lasting impression: Cunningham’s stories build small buildings out of blocks on our living room floor. He labels them with the names of a few buildings we’ve seen before, and draws some nice pictures on some others. We look at the result and remark to each other about how nicely they reflect what we know and want to think. It’s pretty neat what he did.