A Tree Grows in Brooklyn By Betty Smith Presentation by Abby Sharp

HISTORICAL BACKGROUND The Progressive Era

Politics of Era  Presidents:  Theodore Roosevelt ( ) P.  William Taft ( ) R.  Woodrow Wilson ( ) D.  Progressive party brought about many election reforms

Controversies of Era  Legal: Women’s suffrage was a major issue in the early 1900s (Jennings 26). Women’s suffrage was a major issue in the early 1900s (Jennings 26).

Economics of the Era  In the late 1800s and early 1900s, America became a more urban industrialized nation (Issacson 56).

Lifestyles of the Era  Family: Many children had to quit school to work in order to help support their families (Jennings 21). Many children had to quit school to work in order to help support their families (Jennings 21).

Lifestyles of the Era  Education: “In 1900, the average American only had five years of schooling” (Jennings 16). “In 1900, the average American only had five years of schooling” (Jennings 16).

Gender Roles of the Era  Education: The number of women who were choosing higher education instead of marriage increased (DuBose 79). The number of women who were choosing higher education instead of marriage increased (DuBose 79).

PLOT BLURB

Nolan family: Katie, Johnny, Francie, Neeley and Annie  They live in poverty  Johnny is an alcoholic and often shames the family  Francie likes learning and she is a good student  Johnny dies on Christmas, before Annie is born  Francie and Neeley must work (finished 8 th grade)  Neeley (mom’s favorite) gets to go to high school  Katie marries a wealthy man and Francie is finally able to go to college

CHARACTER LIFE DECISIONS  Francie decides to leave her town  Katie decides to send Neeley to school and Francie to work  Johnny decides to put alcohol ahead of his family’s welfare

Francie decides to leave town to start a better life  Francie realizes that she has to leave or “suddenly she would be a disgusting old woman without teeth” (Smith 15).

Historical Connection  The number of women who were choosing higher education instead of marriage increased (DuBose 79).

Katie’s decision to send Neeley back to school  Katie wants Francie to work because Francie “will find her way back to education, while Neeley does not want to go to school” (Smith 250).

Historical Connection  Many children had to quit school to work in order to help support their families (Jennings 21).

Johnny decides to put alcohol ahead of his family  On his twenty- first birthday, “Johnny’s drinking problem brings shame on the family and forces the family to move (Smith 302).

Historical Connection  “One of the major factors leading to the prohibition of alcohol… was the increase in men spending their salaries on liquor…” (“Tables”).

MOTIFS  Life and Growth  Love

Life and Growth  Francie sees that “a new tree had grown from the stump and its trunk had grown along the ground until it reached a place where there were no wash lines above it. Then it started to grown toward the sky” (Smith 483).

Love  With regards to Johnny, “Francie kissed his cheek softly and said that she loved her papa so much” (Smith 34).

Transcendence of Themes  Life and growth:  Personal hardships, financial struggles, death of loved ones  People still grown (Tree of Life)  Love:  Everyone experiences love (family, romantic, friendship)  Love is important, especially in hard times (Nolan family)

INTERPRETIVE QUESTION

Do you think that American children today are more or less likely to suffer from abuse and poverty than Francie?  Children today are less likely to suffer from poverty and abuse  There are more laws in place to protect children  Nonexistent in the early 1900s, labor laws, truancy laws, and child protective services now lessen the exploitation of children

Textual Support #1  One example of Francie’s exploitation is when “Francie needed to go back to work in order for her to help her mother pay the bills” (Smith 249).

Textual Support #2  In the case of a potential abduction, Smith writes, “The man came up to Francie and was about to take her away with him until her mother came to her rescue” (Smith 170).

Textual Support #3  In addition to Francie working to help support her family, “…kids collected money for the family by trading in old junk” (Smith 15).

AUTHOR FOCUS & ORB CONNECTION

Author Focus  Born in 1896 to Austrian immigrants  As a child, she was “bookish” and had a close relationship with her father  After father died, White had to work (8 th grade)  When old enough, she left NY and enrolled in Univ. of Michigan  Met her 1 st husband there  She had 2 daughters… went back to school when they were older  Died at 72- best known for her 1 st novel

ORB Connection #1  “She [Elizabeth] was a bookish child and developed an early love for the theater, influenced by her actor father….the Wehners led a marginal existence, especially after the death of the father” (Jones).  Francie also enjoyed school and reading  Francie also had a close relationship with her father  Nolans also devastated by fathers’ death

ORB Connection#2  After her father’s death, “Elizabeth, later known as Betty, had to quit school after the eighth grade and find work” (Dawson 422).  Francie was unable to continue school  She also had to work to support the family  Francie fought to return to school, like White

LITERARY CRITICISM

Criticism #1  “A Tree Grows in Brooklyn is a profoundly moving novel, an honest and true one. It cuts right to the heart of life” (“Tree”).  I disagree (somewhat):  Moving story  Outdated issues

Criticism #2  “This is the first novel of uncommon skill and almost uncontrollable vitality and zest for life” (Prescott 423).  I agree:  Novel well- written  Reader cares about characters  Francie = tree (strength and growth)

This concludes my presentation… THANK YOU!