The Education of Little Tree

by Forrest Carter

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Themes and Characters

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What is the connection between humanity and nature? Are humans an integral part of it, or are they distinct entities, mere spectators or consumers? The Education of Little Tree delves into these queries through the journey of a young boy named Little Tree. As he navigates his path to find personal answers, the reader is invited to appreciate the profound beauty of the natural world—the earth, the foliage, and the unique texture of tree bark. Through Little Tree's tactile experiences with the vitality of nature and humanity's reliance on the earth's fertility, the narrative explores how humans might coexist with nature—not as detached observers but as partners with the living land. Though the novel does not offer explicit lessons, a subtle examination of human existence emerges from Little Tree's informal education under the guidance of his Cherokee grandparents.

By presenting the world through a child's eyes, Carter shifts the focus away from the mundane aspects of adult life—paying bills, maintaining the home, feeding the children—and centers it on an exploration of the environment free from preconceived notions. The novel begins with the demise of Little Tree's parents. Amidst the family's "mortal fuss" over his future, Little Tree clings to his Granpa's leg, leading to his grandparents taking him in. Their home, a log cabin nestled against the mountains, becomes the setting for Little Tree's education. This education is less about traditional academics and more about a holistic approach to living harmoniously with the land. The story follows Little Tree's initial attempts to impress his grandparents, eventually evolving into a realization that the most valuable lessons come from listening to his own heart and striving to give back to the land as much as he takes. These lessons are understated yet enduring.

For example, Granpa imparts the importance of self-worth to Little Tree through the way he treats his hound dogs. Despite ol' Maud's poor tracking abilities, Granpa assigns her the role of guarding the family's corn patch.

"As Granpa explained, ol' Maud lacked any sense of smell and was practically useless on the fox trail; however, she possessed sharp hearing and eyesight, which allowed her to contribute meaningfully and feel valued. Granpa believed that if a hound or anyone else didn't feel a sense of worth, it was a bad thing."

This concept of belonging and connection is further reinforced through the emphasis on family bonds. The care Granpa and Granma show for each other deepens Little Tree's desire to understand his relationships with others. "Granma said you couldn't love something you didn't understand; nor could you love people, nor God, if you didn't understand the people and God."

Little Tree gains extensive knowledge about his heritage and the history of the Cherokee people. Understanding the history and struggles of Native Americans is crucial to his education. He learns that both he and his people cannot envision a future without acknowledging their past. Various secondary characters that Little Tree meets while living with Granpa and Granma highlight the inseparable link between history and the future.

Willow John is an elderly Cherokee friend of Granpa and Granma, whom Little Tree meets during their Sunday church visits. Willow John embodies the traditional ways of Native Americans before being displaced by white settlers. Despite living in isolation and clinging to a bygone era, Willow John finds hope in Little Tree. Through Little Tree, Willow John sees the spirit of a new generation that respects and honors nature while discovering their role in the world.

Another influential figure in Little Tree's education is an old peddler named Mr. Wine, who travels through the mountains....

(This entire section contains 1027 words.)

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Mr. Wine teaches Little Tree the significance of studying "figures," or mathematics, and the virtues of thriftiness, emphasizing the wisdom of taking only what one needs from the world. Mr. Wine's brief interaction with Little Tree encapsulates the core lessons of his education:

"He said education was a two-part proposition. One part was technical, which was how you moved ahead in your trade. But, he said, the other part you had better stick to and not change it. He called it valuing. Mr. Wine said if you learnt to place a value on being honest and thrifty, on doing your best, and on caring for folks; this was more important than anything. He said if you was not taught these values, then no matter how modern you got about the technical part, you was not going anywheres atall."

Interestingly, Mr. Wine's remarks also reflect on the Great Depression and the impacts of modernization and mass consumerism.

"As a matter of fact, the more modern you got without these valuings, then you would more than likely use the modern things for bad and destroying and ruining. Which is right, and not long after proved out."

A recurring issue in the debate between nature and civilization is that supporting nature can seem anti-progress. The Education of Little Tree adopts a distinctly negative view of government interference in the lives of mountain people, yet it provides no solutions for harmonizing the two. Little Tree recounts how Granpa refused to take any public works jobs. He narrates, '"Public works', to mountain folks, meant any kind of job for hire." The only job Granpa ever had, and the sole trade he engaged in with the townspeople, was the illegal production of whiskey. Consequently, Granpa's only business outside the mountains was not even lawful, and when this was discovered, the government threatened to take Little Tree away from Granpa and Granma.

Later in the story, Little Tree and Granpa visit the town settlement to find a lawyer to handle some of Granpa's affairs. After examining the government papers Granpa brought, the lawyer, Mr. Taylor, tells them, "I could take your money, but it wouldn't do any good. Government bureaucrats that run these things don't understand mountain people. Don't want to. I don't think the sons of b—— understand anything . . . Nor Indians. We'd lose. They'll take the boy." This passage suggests that some town residents were sympathetic to the Indians, yet it remains reactive and fails to propose a way to reconcile living by nature with living by civilization.

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