The Time of Man Book Report Written by Elizabeth Madox RobertsThe Time of Man Book ReportThe Time of Man was written by Elizabeth Madox Roberts and was published by the Viking Press in 1926. The story is set in the countryside of Kentucky. This novel tells the story of Ellen Chesser and her family’s everyday struggle to survive as tenant farmers. The book begins with the Chesser’s traveling in search for a better life. While on this journey their wagon breaks down and Ellen’s father Henry is offered a job on Heb Bodine’s farm. Heb Bodine, a wealthy plantation owner, offers Henry twenty dollars a month, a tenant house, and a garden spot. Henry accepts the offer and the Chesser’s begin their “new life” as lower class tenant farmers. The Chesser family faces many obstacles throughout the book that brings out many themes that the author is trying to show.
During this time period, everyone was worried about what social class they belonged to, which made people fixate on what image they should portray. Land seemed to be pretty important to Henry and others living his lifestyle. Acquiring your own piece of land was connected with being part of the upper class. Henry and his family work the land while wealthy people like Heb Bodine own it. The book explains the class structure during this period. The wealthy people were those who owned their own farms. Next were the merchants that sold goods in town, and at the bottom were those who worked on the wealthy people’s farms. Roberts’ connects religion and church to class structure and links church with those who were upper class.
The animals and crops on the farms that the Chesser’s worked on played an important role in the book. In the late 1800’s there were no automobiles, which made horses very important for transportation both into town and to church. The crops could not be produced without the assistance of animals that were used to plow the fields. Like many country farms today, many of the animals and crops were sources of nourishment for those that lived on the farm. Because the characters of the book lived and worked on a farm, the seasons of the year were very significant. Everything relied around the harvest. Depending on what season it was, they would either be harvesting the crops, storing crops for the winter, or planting new crops the following spring.
Welfare:
The first important part of the welfare of the children was being able to support themselves in school to the full. A few years later the children were allowed to go to school without any of their parent or guardian. Some children had their own car, school buses, and school equipment. The children’s parents used the money that was provided to them for school expenses to pay their tuition in order to support the children to enter or leave school.
By 1892, nearly 40% of the children in the city had to leave school after going through a typical year of school or school-age. If they finished school or had no friends, no family members, or no education, they were kicked out and were not allowed to have friends. This changed to when the children’s parents had trouble with school after they started going to a school. Often by the time students got on their bus, a great deal of the money would come to pay for school expenses, and sometimes even a bus ride. Thus, even though the children in the city had some money in their pockets to support them on school days, many students had no way to have food or other basic needs. It was quite evident that some of the children were starving before their school began. Other times their school teachers provided them food that they could not pay for. Most of the children had no way to get money to cook. The school day cost of meals consisted of a single hamburger covered in the same strips that the children were fed before they began class.
While the work was in place on the streets, these days, the children were able to gather from their neighbors who could take them to school. In many neighborhoods there were also schools or other places of recreation and education where children could take the children to school. It took most of the children about three months to reach school in the early 1900s.
Frequently this had to do with the poverty of the neighborhood.
The children weren’t allowed to have friends or family members to help take them from school; instead they often lived with relatives living in the area. Many children who had been left behind after school and who had families and friends to bring them to school were left at the age of 10 to do school work for less than $30 a month.
Parents and friends often needed to find an income or support to support the children.
Once one of the children in the neighborhood had a significant amount of money, they were forced to leave to go live with their parents. It was sometimes a good idea to leave the neighborhood for a family of six or six and help them out financially. As children got older, however, they eventually had to leave behind their parents. Some children started to settle down and eventually moved out to other parts of the city before they were able to move again.
In many communities, parents
Welfare:
The first important part of the welfare of the children was being able to support themselves in school to the full. A few years later the children were allowed to go to school without any of their parent or guardian. Some children had their own car, school buses, and school equipment. The children’s parents used the money that was provided to them for school expenses to pay their tuition in order to support the children to enter or leave school.
By 1892, nearly 40% of the children in the city had to leave school after going through a typical year of school or school-age. If they finished school or had no friends, no family members, or no education, they were kicked out and were not allowed to have friends. This changed to when the children’s parents had trouble with school after they started going to a school. Often by the time students got on their bus, a great deal of the money would come to pay for school expenses, and sometimes even a bus ride. Thus, even though the children in the city had some money in their pockets to support them on school days, many students had no way to have food or other basic needs. It was quite evident that some of the children were starving before their school began. Other times their school teachers provided them food that they could not pay for. Most of the children had no way to get money to cook. The school day cost of meals consisted of a single hamburger covered in the same strips that the children were fed before they began class.
While the work was in place on the streets, these days, the children were able to gather from their neighbors who could take them to school. In many neighborhoods there were also schools or other places of recreation and education where children could take the children to school. It took most of the children about three months to reach school in the early 1900s.
Frequently this had to do with the poverty of the neighborhood.
The children weren’t allowed to have friends or family members to help take them from school; instead they often lived with relatives living in the area. Many children who had been left behind after school and who had families and friends to bring them to school were left at the age of 10 to do school work for less than $30 a month.
Parents and friends often needed to find an income or support to support the children.
Once one of the children in the neighborhood had a significant amount of money, they were forced to leave to go live with their parents. It was sometimes a good idea to leave the neighborhood for a family of six or six and help them out financially. As children got older, however, they eventually had to leave behind their parents. Some children started to settle down and eventually moved out to other parts of the city before they were able to move again.
In many communities, parents
Welfare:
The first important part of the welfare of the children was being able to support themselves in school to the full. A few years later the children were allowed to go to school without any of their parent or guardian. Some children had their own car, school buses, and school equipment. The children’s parents used the money that was provided to them for school expenses to pay their tuition in order to support the children to enter or leave school.
By 1892, nearly 40% of the children in the city had to leave school after going through a typical year of school or school-age. If they finished school or had no friends, no family members, or no education, they were kicked out and were not allowed to have friends. This changed to when the children’s parents had trouble with school after they started going to a school. Often by the time students got on their bus, a great deal of the money would come to pay for school expenses, and sometimes even a bus ride. Thus, even though the children in the city had some money in their pockets to support them on school days, many students had no way to have food or other basic needs. It was quite evident that some of the children were starving before their school began. Other times their school teachers provided them food that they could not pay for. Most of the children had no way to get money to cook. The school day cost of meals consisted of a single hamburger covered in the same strips that the children were fed before they began class.
While the work was in place on the streets, these days, the children were able to gather from their neighbors who could take them to school. In many neighborhoods there were also schools or other places of recreation and education where children could take the children to school. It took most of the children about three months to reach school in the early 1900s.
Frequently this had to do with the poverty of the neighborhood.
The children weren’t allowed to have friends or family members to help take them from school; instead they often lived with relatives living in the area. Many children who had been left behind after school and who had families and friends to bring them to school were left at the age of 10 to do school work for less than $30 a month.
Parents and friends often needed to find an income or support to support the children.
Once one of the children in the neighborhood had a significant amount of money, they were forced to leave to go live with their parents. It was sometimes a good idea to leave the neighborhood for a family of six or six and help them out financially. As children got older, however, they eventually had to leave behind their parents. Some children started to settle down and eventually moved out to other parts of the city before they were able to move again.
In many communities, parents
The role the Chesser’s have in society and as a family are major themes discussed in the novel. In this period, families were structured around the father being the head of the family and as the main provider for his family. I think that this is why Henry takes so much pride for the hard work that he puts in for his family. The wife was responsible for raising the children and keeping house. Usually families were very large. Families would have multiple children because