Timelessly Mourning: Literary Analysis of “That was Then, This is Now,” and Education
Below is my essay analyzing S.E. Hinton’s “That was Then, This is Now,” and how use of the novel in a classroom setting is, not only beneficial to the intended audience of the novel, but can be used to enlighten students students on the concept of loss, and acceptance through the literary elements of characters and plot devices. For full access to the essay, including references, see the link at the bottom of the screen.
Introduction
“‘The difference is,’ I (Bryon) said evenly, ‘that was then, this is now’. Mark flashed me that lion-like grin. ‘Bryon, you are brilliant’. We didn’t say much the rest of the afternoon we were thinking” (Hinton, 1971, p. 69). Mark and Bryon’s journey in That was Then, This is Now has struck such a timeless, everlasting, and personal nerve with me, continuously impacting my psyche as I grow. Its soulful message about loss, especially with friendships, is deeply relatable to me. Throughout my life, ending friendships has been devastating, especially as a young adult; accepting when it is time to let someone go is one of the hardest internal struggles that I have had. As a result of this, I have often let toxic situations continue on for too long, which always led to harmful, self-inflicted ramifications. Mark and Bryon’s story helps aid the process of welcoming, instead of trying to fight against, the fact that some friendships cannot be repaired. This book highlights everything that I have learned in ENGL 208: Writing About Young Adult Literature and is useful inside and outside of the classroom for all ages.
That was Then, This is Now is a “classic coming of age” story with “realistic themes that helped change the tone of young adult fiction in general” (Poquette, 2003, para.1). S.E. Hinton herself stresses the point of having realistic fiction to be available for teenagers without the worry of “shocking them”. “Writers needn’t be afraid that they will shock their teenage audience …show them that some people dont sell out… earn respect by giving it” (Donelson & Nilsen, 2012, p. 8). Said outlook is reflected within her works, making them as everlasting as most well regarded classic novels. That was Then, This is Now’s story can help educators enlighten their students on the concept of loss, and acceptance through the literary elements of characters and plot devices, as well as the themes of death, drugs and alcohol, and friendship.
Overview of Text
That was Then, This is Now follows lifelong best friends Mark and Bryon through their harrowing tale of growing apart. In the beginning, their friendship is defined by “spending much of their time smoking, drinking , and fighting other tough kids…but their friendship is loyal, honest, and as powerful as the violence that surrounds them” (Paul, 2004, p. 16). Suddenly, Cathy, the older sister of their young acquaintance, M&M, comes back into town. Immediately Bryon is infatuated by her, and the two start a romantic relationship. As they grow closer, Bryon’s priorities shift, and core differences between himself, and Mark come to light. In the middle of the novel beloved character, the bar owner, Charlie, undergoes a heroic death, saving both boys after they hustle a game of pool, becoming a major catalyst for the separation of Mark and Bryon. Eventually, M&M goes missing, and is later found high on LSD, and ends up suffering brain damage predictably for the rest of his life. Bryon later finds out that Mark was involved with selling the drugs M&M was found on. Heartbroken, confused, and angry Bryon turns Mark into the police, sending him to jail (Hinton, 1971).
With That was Then, This is Now, telling the story of growing up, the messages regarding loss are striking. Byron’s journey into maturity goes hand in hand with said messages, and the lesson of “consequences must be acknowledged and dealt with” (Poquette, 2003, para. 2). Throughout interactions between Mark and Bryon, readers observe that Bryon is ready to mature, while Mark still refuses to accept that his actions have consequences. Bryon repeatedly alludes to Mark being able to get away with anything; “Mark always came through things untouched, unworried, and unaffected” (Hinton, 1971, p. 16). This assessment of Mark is a stark contrast to the end of the book when Mark is jailed due to Bryon’s own hand, leaving them both emotionally devastated, and banished from one another’s lives. In addition, the headspace of being content with the fact that some relationships cannot be repaired is an arduous journey that everyone endures. In this novel S.E. Hinton demonstrates this lesson expertly, paving the way for readers to realistically approach this headspace synchronous with Mark and Bryon’s own story.
Young Adult Literature Genre and History
Primarily, the realistic fiction story of That was Then, This is Now, fits the four characteristics of young adult literature with remarkable ease, allowing educators to have a well rounded outlook on the topics explored within the pages. The first characteristic is defined as the “protagonist needs to be a teenager,” (Herz & Gallo, 2005, p. 2). Bryon, the protagonist, is sixteen years old; Mark is also sixteen years old. Moreover, the protagonist’s actions have to directly affect the plot, and the plot has to directly relate to problems teenagers face (Herz & Gallo, 2005, p. 2). The plot is driven by Bryon slowly reaching maturity, therefore his actions have the most impact on the novel, especially his internal feelings that turn into external actions regarding his best friend, Mark. The conflicts shown through Mark and Bryon’s declining friendship are especially relatable to the high school audience when friendships are fragile, and ever changing due to the impact of various teenage insecurities, and miscellaneous adolescent conflicts. Lastly, Herz and Gallo state that the point of view needs to be that of an adolescent (2005, p. 2). Told in first person, Byron’s point of view is a focal point that contributes to the effectiveness of this novel, especially with such difficult themes.
What’s more, S.E. Hinton is one of the most revolutionary authors in the history of the young adult genre, especially being a woman! She gave “the whole field a nudge that changed the “rules” about what was expected and what was possible in books published for teenagers,” (Donelson & Nilsen, 2012, p. 8). Her success with her debut novel, 1967s The Outsiders, changed the tide of young adult literature, and the start of her remarkable voice in young adult literature that cascaded into her second novel, 1971’s That was Then, This is Now, both touching on class warfare, friendships, and social standings (Cart, 2010, p.7). Remarkably, “the most important change of the 1970s was the lack of disillusionment or the “burst bubble” philosophy” (Cart, 2010, p.8). Mark and Byron's fragmented friendship is symbolic of adversity that young adults face, contributing to the realism that became prevalent at this point in history.
Literary Devices
The timelessness of That was Then, This is Now is, first of all, impactful to educators through the demonstration of the dimensionally flawed characters, and perspectives on plot devices regarding said characters. “Characters are the persons represented… who are interpreted by the reader”' (Abrams, 1957, p. 32). Mark and Bryon are written in such an intimate way; readers can understand the exact reasoning behind their actions, especially Bryon. Bryon starts out as a punk kid who “likes fights”, “has a rep as a lady killer”, and is a self-proclaimed “hustler,”(Hinton, 1971, p. 17). However, directly mirroring real life events, by the conclusion he is grieving, and unsure of the future saying that he is “too mixed up to really care… to think, I used to be sure of things” (Hinton, 1971, p. 159). Furthermore, the supporting, round, characters, namely Angela, drive the plot. Towards the end of the book her story comes to fruition, as readers learn about why she acts in the destructive manner that she does. She reveals that her home life is strenuous, and alludes to abuse.“Her husband didn’t have a job, her brothers were both in jail, her old man was drunk all the time, and her father in law was always slapping her bottom”; She admits that “I feel like I can’t take it anymore…I can’t stand it,” (Hinton, 1971, pp.109-110). This interaction between characters is a stand out moment that powerfully shows the harm of judgment that exists within society
Bryon and Angela both are exemplary examples of how characters leave a lasting impression on readers. Bryon’s story communicates the impact of trauma on the adolescent psyche, while Angela’s outward deception of her true struggles through appearing tough, and unphased teaches a lesson regarding understanding and empathy to those around you. For the first two-thirds of the novel, readers have a feeling of disdain towards Angela, as she is a rather unlikable character, only to be rocked by such an intense moment of realization in her admission. The tactic of allowing readers to feel negatively towards a character, only to end up feeling bad, or even guilty for those previous feelings, is an effective method that educators can use as an example to create an environment of non-judgement in the classroom. Angela’s story mixed with the descriptions of Bryon’s mental health in the last few pages of the novel are both parts of this novel that makes it so impactful.
Secondarily, plot plays a major role in the effectiveness of the themes in this novel. Plot is “events and actions, as these are rendered and ordered toward achieving particular artistic and emotional effects” (Abrams, 1957, p. 224). Primarily, the device of conflict is highlighted months after Mark is arrested. Mark’s inconsequential outlook on significant events is a major quality of his character, however, due to conflict, he unwillingly undergoes a major change. In the beginning, Mark was often compared to a golden, smirking, lion, having a “gift for getting away with things. He could talk anyone into anything” (Hinton, 1971, p. 11). However, Mark's demeanor changes after spending those first months in jail, saying that “yeah, I don't seem to get away with things anymore” (Hinton, 1971, p. 158). Mark is indelibly altered by his perceived betrayal from Bryon and their relationship is broken, showcasing the efficiency of conflict within That was Then, This is Now.
Furthermore, the uses of other plot devices, such as suspense and surprise make Mark and Byron’s journey so long-lasting to readers. According to Abrams A Glossary of Literary Terms “the interplay of suspense and surprise is a prime source of vitality in a traditional plot… effective surprise, especially in realistic narratives, is one which turns out, in retrospect, to have been grounded in what has gone before”(1957, p. 225). This is showcased in Bryon’s realization that Mark was involved in the drugs that harmed M&M. Readers can almost see this coming with Mark being absent throughout the aftermath of Charlie’s murder, but it is only after it is reavealed during Bryon’s own narrative that readers have that “a-ha” moment that makes this surprise plot-twist so devastating. Suspense is also present throughout the majority of That was Then, This is Now, with both boys engaging in dangerous activity in general. Through the fighting, drinking, hustling, and running with a “tough crowd” young adult readers can put themselves in their positions for a truly suspenseful tale.
Character and plot devices work contrugently to make That was Then, This is Now such an effective piece of literature. Angelas deception, and Bryon’s mental health show how important characters are to make a dimensional story with influential main characters, as well as side characters. Conflict, suspense, and surprise also contribute to the overall fluidity of their journey. Educators can use these distinguished characters to elaborate on the point of what makes an effective character. They can even have an open discussion on which are their “favorites”, or “least favorites”; opinions would change regarding Angela by the end of the unit! The plot devices motivate teen readers to keep reading, because they entice the audience into wanting to see what happens next. Especially with teens, suspense and surprise can be additional elements within a novel that makes it one that is different from the rest read in school. That was Then, This is Now is captivating to young adult audiences, and could be mind changing if included in the classroom!
Themes
Masterfully, death, drugs, and friendship are all present themes in That was Then, This is Now that are not only relatable to teenagers, but help educators carefully explore difficult subject matter within the classroom. As said by Hipple, “adolescents die in real life. They die in young adult fiction,” making inclusion of the literary theme death that much more pertaint to the young adult audience (1992, p. 5). The first glimpse of death within their lives is expressed through Mark’s tragic backstory. Bryon tells how “(Mark’s) parents shot each other in a drunken argument” (Hinton, 1971, p. 12). Mark’s trauma regarding this event manifests in his refusal to grow up. In addition, Charlie’s death is an unflinching turning point of the novel, impacting Mark and Bryon’s relationship beyond repair. Sequentially, the first real fight between the boys ensued. Bryon, traumatized, and guilt ridden, calls out “Charlie is dead! He was all set for life, wasn't gonna get drafted, he had his business…we blew it for him” (Hinton, 1971, p. 86). Mark disagrees saying that “things happen, that’s all there is to it” (Hinton, 1971, p. 86). This pivotal event led to the boys withdrawing from one another, and their friendship further suffering - “I was changing, and he wasn’t” (Hinton, 1971, p. 88).
The message about differing perspectives on death is highlighted through S.E. Hinton’s writing. The human condition is magical, and complex. The way that one person copes, can, and will different monumentally from the person next to them, and is predominantly seen in Bryon and Mark the second half of the book. Both traumatized, and struggling, they go through a series of pushes, and pulls in their friendship. Their differences mirror real-life in the varying ways people process death. Bryon expresses his disdain for bad things happening to good people, saying “Charlie, he tried to help someone, and look what happened to him”- Mark counters saying that “what happened then, well, that was the way things turned out sometimes” (116). This small interaction exemplifies one another’s perspective, and teaches readers to be tolerant in allowing everyone to have their own way, thoughts, space, and time to grieve, which is something that Bryon and Mark did not give one another.
That was Then, This is Now also notably showcases the impact that drugs and alcohol can have on teens. The young adult literature genre is subject to “sometimes deserved criticism that adolescent novels sugarcoat life's problems and solves them too easily,” primarily regarding drugs (1992, p. 9). This theme can be seen as “taboo” and inappropriate to talk about, however young adults fall victim to drug abuse every day. A great example in the book is the ordeal with M&M. Upon M&M going missing, panicked, and anxious Cathy and Mark set out to find him without avail, until, weeks later Mark confesses to Bryon that he knows where M&M is, professesing that he is okay. A week later, when Cathy and Bryon arrive at a hippie commune they are introduced to drugged up “friends” of M&M telling them that M&M is on a bad trip- “some of these freaks have been dropping acid and Baby (M&M) wanted to try it…bad trip man, really bad…been holding him, keeping him from jumping out a window”- and would be found upstairs (Hinton, 1971, p.138). They found him confused, haunted, frightened and screaming about spiders and colors. This heart wrenchingly shows the effects of drugs; innocent, weird M&M found himself in with a dangerous group, compromising his health with LSD, and could have “lost his mind forever” (Hinton, 1971, p.142).
Moreover, M&M’s dangerous interaction with drugs, combined with how it affected those around him, as well as the mental damage to himself, is representative of the millions of children, and teenagers who fall victim to drugs. Ecstasy is the drug that is the focus of M&M’s mental downfall, and has been for teenagers around the world. A 2010 study found that students on ecstasy “were more likely to report higher levels of truancy, detention, fighting at school and a greater likelihood to have been reported to the school principal because of misbehavior
at each stage of the research compared with non-ecstasy users,” (McCrystal & Percy, p. 512). These results highlight the importance of adolescents learning early on about drug abuse, and those effects; even Mark’s involvement as the “dealer” shows the negative effects of entering this lifestyle. Teaching these lessons in the classroom through literature is a powerful way of conveying messages about responsibility, and awareness about drugs through various characters' stories.
Most importantly, friendship is the encompassing theme within That was Then, This is Now, as well, primarily regarding Mark and Bryon’s decline. Teenagers start to enter a time in their life where “most…are moving apart from their family, especially (their) parents, and friends assume even more importance in their life,” (Hipple, 1992, p. 3). Succeeding all of these damaging events, readers see Mark and Bryon fall out of their friendship. In the beginning of the book Mark lovingly expresses that “Bryon, you're the only family…you're my brother. A real one” (Hinton, 1971, p. 63). However, towards the end Mark has had enough of Bryon growing up. “What're you trying to do to me man?” he cried out in a fit of pent up agony, starting to mourn the loss of Bryon, even though it had not even happened yet; Bryon states, “we just couldn't get through to each other. He didn’t understand why I didn't dig fights anymore; I didn't understand how he (Mark) could accept everything that came along without question, without wanting to change it” (Hinton, 1971, pp. 130-132). This interaction is as symbolic as most of the dialogue in the book, however, it stands out because of the shattering moment of clarity from both Mark, and, narrator, Bryon. Losing a friend is a gradual process, painful, cloudly, and slow, but that eventual moment of clarity is something relatable, especially to young adults.
In addition, friendship is what makes this book so long lasting to readers, as readers can see themselves mirrored in the actions of the characters.. Friends are often relied on for emotional support and are said to promote health adjustment including promoting competence and self-worth, as well as greater self-disclosure in times of need ( Buckley, Chapman, & Sheehan, 2010, p. 664). At the beginning of the novel we see that both boys, while they do participate in negative delinquent activities, help each other in struggling times, and frequently express their gratitude for one another. With the importance of teenage friendships in mind, the ending of those friendships have long lasting effects on one another, particularly on their mental health. Consequently, after turning Mark in, readers see the devolution of Byron’s mental health, with his lack of interest, motivation, and breaking up with Cathy.
In summary, all of these themes, friendship, death, and drugs, come together for a climactic conclusion. Cementing in the intense breaking friendship brought on by death, and the unflinching topic of drugs was Bryon turning Mark in to the police. Bryon numbly realizes that “Mark has absolutely no concept of what was wrong; he didn't obey any laws, because he didn't see there were any,” (Hinton, 1971, p. 147). Readers desperately cling to the idea that Mark will go about this unscathed, like he did every other time, but there is an ever present understanding that their relationship can not go on forever, and Mark was bound to be held accountable. Bryon, still carrying the grief of Charlie, also mourns the loss of Cathy, ending his relationship with her the day after losing Mark. These last 20 pages of the novel encompass the three themes of death, drugs, and friendship in a grievous manner; educators can use this action-filled conclusion to move students, and create an open dialogue on how all of the characters ended up at such a point of disarray.
Classroom Connections
Predominantly, That was Then, This is Now should absolutely be included in the classroom considering the impact that it has on readers through the representation of literary elements, themes, and morals. There are multiple different avenues for educators to go about including this novel in the classroom. Some of which include inside and out of class activities, independent reading, and pairing it alongside another classic book, specifically one that may be more daunting for students to read. “Book reading by adults and youth of all ages, races, income, and education levels is declining…online book clubs mayoffer a motivating and convenient environment to encourage voluntary book reading” (Scharber, 2009, p. 433). Due to the lack of motivation when it comes to reading, educators should implement this idea to encourage them, and make it easier; That was Then, This is Now is a novel that would thrive in being dissected in this kind of learning environment. Moodle (Moodle.com) is a new website that many educators are using to create their online book clubs. “Moodle is free, open-source classroom management software that provides the security and affordances necessary to host safe, interactive online book club”, making it easy, effective, and affordable for educators to implement (Scharber, 2009, p. 434). In this website every student gets their own user account, and have access to discussion boards, forums, real-time chats, and post threads! Many librarians and educators post daily questions on Moodle for students to answer regarding their books. This could be used to discuss various free choice books, or center around one novel they are all reading. Online discussions, and posting are forms of communication that teenagers today are skilled at, and use on the daily.
Building on top of that, pairing a newer, more relevant novel with a classic is a powerful method of absorbing the content in tandem. Steinbeck’s Of Mice and Men follows the story of two men, Lennie and George,working their new job on a farm, who are like brothers, just as Mark and Bryon are. Readers find out that Lennie has an intellectual disability, and is deeply devoted to George, depending upon him for protection and guidance, similarly to Mark, with his immaturity, and refusal to grow up. Eventually George finds out that Lennie accidentally killed the farmer's daughter, and “mercifully” kills Lennie, because otherwise he would have been lynched by their angry, ignorant co-farmers; Bryon put Mark in jail at the end of That was Then, This is Now. Of Mice and Men and That was Then, This is Now have stark differences with the characters, setting (especially time period), plot, etc., however, the message about friendship, loss, and having to “put someone down” for their own good is parallel with the two stories (Steinbeck, 1937).
Students analyzing both Of Mice and Men and That was Then, This is Now together via the avenue of a book club also allows them to explore the connecting themes on a more personal level. The use of technology is wonderful when used safely, and appropriately. A book club online via Moodle to converge these two novels together would leave an impression on students. The educator could post questions that are relevant to the part of the novel they are reading. For example, “How are Lennie and Mark similar? Different?”, “How are Bryon and George similar? Different?” are some basic questions that come to mind that can help students understand the characters better. The setting can also be scrutinized, due to the intense difference of it in both books; some questions to ponder can include, “How are the settings different?”, “How does each setting contribute to each individual novel?” Finally, once the students have read both books a distinguished question to ask would be “Was George right in killing Lennie / Was Bryon right in putting Mark in jail?” Students would all have various ideas and perspectives when asked all of these questions, however the end of both books are exceptional, and exploring that is necessary when evaluating both books.
Conclusion and Rating
In conclusion, That was Then, This is Now is a highly respectable young adult novel; its use of prevalent themes, and literary devices contribute to its effectiveness, and nature to be in the classroom. There are 7 characteristics of highly effective young adult literature. The first is that the point of view is that of a teen; Bryon’s point of view is an excellent example of how this characteristic can be so effective (Donelson & Nilsen, 2007, p. 4). Number two states that the “teen protagonist and characters take credit for their own accomplishments” (Donelson & Nilsen, 2007, p. 4). In That was Then, This is Now all characters take credit for their own accomplishments, however, this book is a more morbid teen novel, therefore they don't have too many accomplishments. This glum atmosphere lends itself to the impactful nature of characteristics four and seven, “#4: YAL includes a variety of genres and subjects”, and “#7: Novels deal with emotions that are of importance to young adults” (Donelson & Nilsen, 2007, p. 4). That was Then, This is Now’s emotional atmosphere, and deeply layered characters make these two characteristics stand out especially.
Additionally, young adult literature has made great leaps since it first became a genre in the 1940s. There is a plethora of subgenres within the young adult umbrella, such as, fantasy, sci-fi, realistic fiction, and, even, horror! Young adult literature was once thought of in a narrow minded way, with segregated books for boys and girls, but all at the same level of comprehension. Having young adult literature in every middle and high school classroom is essential to an effective learning experience, particularly in the English classrooms. Through the inclusion of new technological advances to aid the reading process, such as an electronic book club, and drawing connections to older “classics”, teen readers can have an unprecedented experience with reading in the classroom. Educators need to be up to date on the newest trends regarding their teen student’s lives, mainly with pop culture, which has now become intertwined with the literature they consume. Young adult literature is all about variety; having that variety in the classroom, and tailoring it to the specific age range is paramount to student motivation. Now there are books for teens on the younger side of the spectrum, such as Star Girl, and the older side, bordering the recently developed “new adult” genre, an example being the Throne of Glass series. This inclusion keeps the genre growing, and even gets some adult readers, like myself, as well!
Wholefully, S.E. Hinton’s That was Then, This is Now is a highly effective piece of young adult literature with an abundance of themes, lessons, and morals to be interpreted through well-crafted characters, and realistic setting. This book gets a five-out-of- five star rating from me due to the fact that I could read it every day, and still find something new to learn! The protagonist, Bryon, is well developed, allowing readers to see deeply inside of his head throughout this novel; the side characters including Cathy, M&M, and their other friends are masterfully crafted to be similar to those that we may have in real life. Mark’s character is one of my favorites to exist, and will always have such a special place in my heart. The story of love, loss, and devastation is what makes That was Then, This is Now so impressionable. Through the content embedded in the literary devices of plot, and characters, as well as the themes of death, drugs, and friendship this novel is an unending classic that educators will benefit from by having it available in the classroom woven into lessons, units, and the curriculum. The enlightening concepts that S.E. Hinton explored within the pages of this novel showcase the harsh reality of accepting loss. “‘We were like brothers,’ I (Bryon) said, desperate. ‘You were my best friend-’ He laughed then, and his eyes were the golden, hard, flat, eyes of a jungle animal. ‘Like a friend once said to me, ‘That was then, and this is now’.” (Hinton, 1971, p. 153.)
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