The Transformative Journey of Curiosity in Marianne Villanueva's "Hydrozoans"

The short story "Hydrozoans" by Marianne Villanueva presents a compact yet rich narrative that spans the lifetime of a teacher, from her days in a classroom to her explorations in the depths of the ocean. The text invites a close reading to unravel its themes around curiosity, the passage of time, and personal transformation.

Initially, the story sets a scene in a classroom where the teacher appears disengaged from her immediate surroundings, lost in thoughts about hydrozoans—a group of marine animals. This initial disconnection suggests a contrast between the mundane classroom environment and the fascinating, alien world of these sea creatures. The reference to "Plan B from Outer Space" intensifies this sense of otherworldliness, as it plays on the title of a famously campy science fiction film, "Plan 9 from Outer Space," thereby highlighting the almost fictional allure of the marine world as opposed to the prosaic classroom.

The students' lack of engagement mirrors the teacher's own detachment. Their thoughts, "Here we go again," reflect a routine boredom that contrasts sharply with the teacher's mental escape into the realm of hydrozoans. This juxtaposition emphasizes a theme of escape—intellectual and literal—from the banality of everyday life.

Decades later, the narrative shifts dramatically to the teacher, now a seasoned researcher aboard the Nostradamus, a vessel named after a prophet known for his visions of the future. This change in setting—from a classroom to a submersible exploring ocean depths—parallels the teacher's transformation over the years. Her focus on hydrozoans has evolved from mere daydreaming to a profound professional pursuit, exploring the darkest depths of the ocean. The mention of the submersible beam illuminating moving shapes in the darkness metaphorically represents enlightenment and discovery, themes central to the narrative.

The recurring motif of darkness—"the ocean depths are dark as dark"—contrasts with the bioluminescent nature of hydrozoans, symbolizing the illumination of the unknown through scientific pursuit. The protagonist's reflection on her journey and her preference for a sudden, exploratory end over a prolonged old age speaks to a life lived on her own terms, characterized by a relentless quest for knowledge and experience rather than safety and comfort.

Finally, her thought of Miss Diaz, presumably another teacher, stuck in traditional classroom attire and routine, underscores a life not ventured beyond the confines of societal expectations. This reflection acts as a critique of unfulfilled potential and the stasis of conventional life paths.

In "Hydrozoans," Villanueva uses the teacher's journey as a metaphor for the human desire to explore and understand, suggesting that true fulfillment comes from pursuing one's passion, even if it leads into the unknown. The story champions the transformative power of education and curiosity, and the narrative's structure—a shift from classroom to ocean depths—symbolizes the profound changes that can occur when one follows their intrinsic interests.